HELPS TO THE STUDY OF 
WORLD HISTORY 

AND 

HISTORY OF THE MODERN 
21 ' WORLD 

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BASED UPON 

WEBSTER’S WORLD HISTORY 
REVISED EDITION 
AND 

HISTORY OF THE MODERN WORLD 

BY 

HOMER FOSTER 

ANAHEIM UNION HIGH SCHOOL 
ANAHEIM, CALIFORNIA 

D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO 

ATLANTA SAN FRANCISCO DALLAS 
LONDON 





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HELPS TO THE STUDY OF 
WORLD HISTORY 

AND 

HISTORY OF THE MODERN 
WORLD 


BASED UPON 

WEBSTER’S WORLD HISTORY 
REVISED EDITION 
AND 

HISTORY OF THE MODERN WORLD 


BY 

HOMER FOSTER 

II 

ANAHEIM UNION HIGH SCHOOL 
ANAHEIM, CALIFORNIA 


D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO 

ATLANTA SAN FRANCISCO DALLAS 
LONDON 

p i \(\ 3 




Copyright, 1928, 

By D. C. Heath and Company 

2 C? 


©C1A1068892 

PRINTED IN U.S.A. 


APR 13 1928 


TO THE STUDENT 

To acquire the art of efficient study requires practice. 
From the outset, however, you can probably add to the 
pleasure, ease, and profit of your history work by applying 
the following suggestions. 

I. Three Steps 

There are three steps in the study of history: pre¬ 
liminary reading, study of the day’s lesson, and review. 

You will find it pleasant and very helpful to keep a 
considerable distance ahead of the lesson. Read a chapter 
at a sitting. Do not at this time try to remember details 
but read for the story. You will keep in mind, of course, 
the author’s plan, the approximate place and period 
covered, and the significance of the chapter as a whole. 

The second step, the preparation of the daily lesson, 
should be as intensive as the first was general. If time 
permits, outline the lesson or, if you own your book, learn 
how to underscore intelligently. The chief value of out¬ 
lining or underscoring is not in its use for reference, though 
that is considerable, but in the fact that it compels you to 
analyze the lesson. It is absolutely necessary to learn to 
distinguish definite points and to see the relation between 
them. Remember that every chapter, section, and para¬ 
graph has unity. It is your business as a student to find 
out what that unity is. 

In order to remember history, keep your mind active, do 
things mentally with the lesson, think. Reading once with 
an active mind is worth more than many passive repeti- 

iii 


IV 


TO THE STUDENT 


tions. The remembering of history is less a matter of pure 
memory than of thinking. 

What are the things which the mind can do with a lesson? 
That is a difficult question. In mathematics there are 
problems to be solved, in language, sentences to be trans¬ 
lated. But in history and other reading courses, one of the 
problems is to make one’s own problems. That, until one 
has had considerable practice, requires resourcefulness. 

It is the purpose of this book of questions to suggest 
things for the mind to do with the lessons. These questions 
may not be the same as those asked in class, but if you have 
done the things required you will probably be sufficiently 
familiar with the substance of the lesson to answer the new 
questions successfully. Gradually you will learn to do 
without questions, for you will become acquainted with 
the various things the mind can do with written material. 
To this end, notice the different kinds of questions asked in 
class, by the teacher, in this pamphlet, and in the exer¬ 
cises at the end of each chapter in the textbook. The best 
practice of all is to make your own questions .] 

Review, the third step in study, is not very distinct 
from the first and second steps. The best kind of review is 
informal or progressive, the kind you are constantly doing 
in connection with the daily work. In a sense, there are not 
lessons in the course but one long lesson. Every lesson is 
vitally connected with many of the others. Make every 
day’s work, therefore, the occasion for refreshing your mind 
regarding the closely associated parts of the past work. 
Some of the questions in the following lists are intended to 
encourage this kind of review. There are also references at 
the beginning of many of the lists to earlier sections or 
pages in the textbook. Sometimes you will not have time 
to read all of these. It will often be enough to glance at the 


TO THE STUDENT 


v 


section and paragraph headings and read a little of the text 
whenever you have forgotten the content. 

II. Time and Place 

Of the greatest significance in history are time and place. 
Fortunately they are not nearly so difficult as is commonly 
believed. The object as regards time should be to develop a 
time sense or feeling. That, indeed, will enable you to 
determine only approximate time, not exact dates; but the 
former often indicates a truer knowledge of time in history 
than the latter. The student who has mechanically mem¬ 
orized the date 1789 as the beginning of the French Revo¬ 
lution may have less appreciation of the time of that great 
event than the student who says that the Revolution must 
have occurred in the late ’eighties or early ’nineties of the 
eighteenth century. The latter student probably knows 
that the American Revolution, being in a number of 
respects a cause of the French Revolution, preceded the 
latter by several years. He remembers, moreover, that the 
Revolution, after it had passed its moderate phase, became 
more violent, led to war, and made trouble for the United 
States in Washington’s administration. This is the ra¬ 
tional, in contrast to the mechanical, way of remember¬ 
ing time sequence. It will almost completely remove the 
burden of the task. 

Of course some of the more important dates, such as 
1789, should be learned, so that the approximate time of 
related events can be estimated by means of them. But all 
insignificant dates should be ignored. On the other hand, 
learn to pick out blocks of time or periods, but do not make 
too much of the division points, for these are always rather 
arbitrary. 

It is desirable also to build up a place or geography 


TO THE STUDENT 


vi 

sense. Study maps until you have in mind pictures of the 
principal physical, political, and civilization areas. Be 
able, for example, to imagine at will the Mediterranean, the 
Roman Empire, and the Latinized or Romanic part of 
Europe. Constantly compare these mental pictures; e.g., 
see the regions common to the Roman and Alexandrian 
Empires, and the parts of each that were not in the other. 
Learn to indicate places in two ways. One way, of course, 
is to point to them on the map. The other way is to state 
the location in words. Imagine that some one who does not 
know the location of a place has a map that you cannot 
point to; then tell the other person how to find the place. 
You will tell him, for example, that Italy is the middle one 
of three southern European peninsulas extending into the 
Mediterranean. To find Rome, you will direct him to look 
for the mouth of a river about the middle of the western 
coast of Italy, and then to trace the river a few miles into 
the interior. 

III. Words 

Every reading course, such as history, should be made to 
contribute to your general English vocabulary. For this 
reason it is well to have a dictionary at hand. If that is 
impossible, keep a list of new words and look them up as 
soon as you can. Keep a small notebook containing defini¬ 
tions and review them occasionally. A list should also be 
made of the expressions of special historical significance in 
each chapter, such as “humanism,” “Renaissance,” 
“Reformation,” “Counter-reformation,” “the Inquisi¬ 
tion, ” “the Index, ” and “balance of power.” At intervals 
glance over the list until you find an expression which you 
cannot fully explain; then look it up. 

The index to the textbook has a threefold use. It will 


TO THE STUDENT 


vii 

enable you to find everything in the book about any one 
subject, such, for example, as “Russia,” or “science.” 
When you are about to study Russia in the nineteenth 
century, the index references will enable you quickly to 
bring to mind what you have already learned about that 
country. « 

The index is also useful to give one the correct pronuncia¬ 
tion of proper names, either of men or of places. If you do 
not understand the diacritical marks, you will find them 
explained at the beginning of the index. Practice in inter¬ 
preting these marks is of considerable value. In Webster’s 
New International Dictionary, men’s names and dates can 
be found in “ A Pronouncing Biographical Dictionary,” and 
place names in “A Pronouncing Gazetteer,” both toward 
the back of the book. Proper names are included in the 
body of the main vocabulary in the Standard Dictionary. 

IV. Interest 

More important even than a correct method of study is 
interest. In order to maintain a lively interest, it is neces¬ 
sary to work regularly. History is a continuous story and 
it is impossible to keep up interest in a story by hearing 
only occasional incidents. 

Imagination, too, has much to do with interest. One 
should try to visualize the places, people, and scenes of 
history — the patriarchs in their tents, the Greek 
temples, Arab caravans crossing the desert, the penitent 
Henry IV at Canossa, the dramatic visit of Charles I to 
Parliament, and the great scenes of the French Revolution. 
One should think of historical characters, not as mere 
names, but as living men and women, often with very 
interesting personalities. To the extent that one can feel^ 
acquainted with Socrates, St. Francis, Martin Luther,* 


TO THE STUDENT 


viii 

Disraeli, and Bismarck, history cannot fail to fascinate. It 
is a question whether or not a student can ever “get into 
the spirit” of a former time, but it is interesting to try to 
fancy the rude, shut-in life of medieval villages, the 
religious fervor of Christian hermits, the emotions of the 
Crusaders, or the youthful, confident, curious enthusiasm 
of the Renaissance. 

Pictures are invaluable aids to the imagination. Modern 
interpretations of former events are interesting because 
they stress the dramatic and picturesque. They are less 
valuable historically, however, than representations of 
material remains or pictures coming down from whatever 
age one may be studying. The latter are real historical 
sources and as such have one or more of the following uses: 
(1) to help us to see the men and events as they really 
looked to people of the time, (2) to show the response of 
contemporary opinion to historical occurrences, and (3) 
to illustrate the history of art. Incidentally, the well- 
selected pictures of the textbooks can be used effectively 
in review. Turn the pages and discuss the significance of 
the pictures and the subjects represented therein. Thus 
the thing represented in each picture, a Viking ship, or 
mounted knight, for example, becomes in your mind a kind 
of symbol of a topic. 

The writings of former times, no less than the pictures, 
help to make those times real for us. Some of the most 
fascinating of these writings have been brought together in 
Webster’s Readings in Early European History and Read¬ 
ings in Modern European History. Many of the chapters, 
being biographical in nature, give intimate glimpses into 
the lives of men who are necessarily treated very briefly 
in the text. Webster’s Historical Source Book contains 
thirty-three of the great documents of history. These 


TO THE STUDENT 


IX 


selections, while not as delightful to read as those from the 
Readings , are quite as useful. It is always well to study 
a document itself and not merely to read what some one 
else has said about it. All three of these books have been 
referred to constantly in the following exercises. 

The textbook and these three supplementary books are 
about all that most students will have time to read during 
the course. Yet any student who is truly interested in the 
work will wish to read more whenever time permits. Any 
book that covers the entire field of history in eight hundred 
pages is unavoidably very condensed. In both the World 
History and the History of the Modern World, especially in 
the latter, the ancient and medieval periods are treated 
very briefly. It will be well worth the student’s time, there¬ 
fore, to read extensively from Webster’s Early European 
History. 

Interest is, after all, largely a matter of will. Any one 
who earnestly applies himself to history can hardly fail to 
enjoy it. History is not dead, for it explains the present 
and points toward the future. Like literature, it is essen¬ 
tially human, and “the proper study of man is man.” 
It often deals, indeed, with distant times and places, but 
one should try to get the world view, “for nothing human 
is foreign.” 

Homer Foster 

Anaheim, California 
March, 1927 


BOOKS REFERRED TO 

Webster, Hutton, Readings in Early European History. 
Heath, 1926. 

Webster, Hutton, Readings in Modern European His¬ 
tory. Heath, 1926. 


X 


TO THE STUDENT 


Webster, Hutton, Historical Source Book. Heath. 1920. 
Webster, Hutton, and Webb, W. P., Historical Outline 
Mays and Exercises for World History and History 
of the Modern World. Revised edition. Heath, 1927. 


HELPS TO THE STUDY 

OF 

WORLD HISTORY 

AND 

HISTORY OF THE MODERN WORLD 
WORLD HISTORY 

CHAPTER I 
Prehistoric Times 

1. What is history? How is culture passed from gen¬ 
eration to generation? How does it differ from heredity? 
Distinguish between these stages of culture: savagery, 
barbarism, and civilization. From what main sources do 
historians get their knowledge of the past? Why is this 
chapter not history in the strict sense? Why is it never¬ 
theless essential? 

2. Why is information regarding prehistoric men less 
accurate and complete than history? Show that “civiliza¬ 
tion is almost a thing of yesterday” compared with the life 
of man upon the earth. 

3. 4, 5. Suggest other schemes for dividing the story of 
prehistoric man into periods. What is the advantage of the 
author's scheme? Name the periods in order. How do we 
know that the Old Stone Age was much the longest? Give 
the evidence for the extremely gradual character of pre¬ 
historic progress. Show how the various inventions, such 
as fire-making, boats, and basketry, may have been sug¬ 
gested. List the achievements of each age. Why is the 

1 



2 


HELPS TO STUDY 


importance of the total contribution of prehistoric men to 
progress commonly underestimated? 

6 , 7. Define “race.” Name and locate the three primary 
races and the four subdivisions of the Yellow Race. What 
is the probable origin of language? Name and, in a general 
way, locate the three language families of the White Race. 
To which family does English belong? 

8. Trace the development of true letters through five 
steps, showing the advantage of each step. (All except the 
first are “sound writing.”) Trace the route of our alphabet 
from the Egyptians, showing how it has improved along 
the way. What are its present defects? Define: symbol, 
rebus, syllable, true letter, alphabet, hieroglyphs. Discuss 
the importance of writing for progress generally and for 
historical science in particular. About how old is civiliza¬ 
tion? Where did it originate? Trace in a general way the 
spread of civilization. Roughly indicate the time included 
in each of the three main historical periods. What is mis¬ 
leading about the division of history into periods? 

CHAPTER II 
The Ancient Orient 

9. Find the derivation of “Orient” and “Occident.” 
What part of the world is in the Orient? Name the coun¬ 
tries of the Far East. Why does the author give so little 
space to their early history? Name and locate the seven 
regions of the Near East discussed by the author. Which 
two of them had the earliest civilizations? How did geog¬ 
raphy favor the early development of civilization in those 
places? 

10. Locate the centers of the two earliest civilizations. 
How old were these civilizations before they came into con- 


THE ANCIENT ORIENT 


3 


tact? Why had they developed for so long in isolation? 
Locate the various peoples studied. Tell the separate 
stories of (1) the Tigris-Euphrates Valley, (2) Egypt, 
and (3) the Jews. Note the points of contact. Define: 
tribe, city-state, kingdom, empire. How were the Orien¬ 
tal kingdoms and empires built up? About when was the 
Persian Empire established? Note its extent. Compare 
the Assyrian and Persian governments as to treatment of 
subject peoples. How was the Persian Empire held 
together? Reference: Readings in Early European His¬ 
tory, chaps. I and II. 

11. What was the prevailing type of government in the 
ancient Orient? Describe the manner of life of the typical 
king. What was the purpose of the pomp? In what sense 
were the kings absolute and in what sense were they 
limited? Name in the order of rank the social classes. How 
do you account for the power of the priests? Characterize 
the lot and prospects of the peasants and wage laborers. 
What is a peasant? What was the origin of slavery? Point 
out the most remarkable difference between the society 
here described and our own. 

12. Review sects. 6, 7, and 9. Define “economic.” 
What do the old pictures tell of ancient Egyptian farming 
methods? Of what benefit to industry was the develop¬ 
ment of specialized crafts? Show the relation of the crafts 
to the growth of commerce. Mention the things that gave 
ancient Babylonian business “a modern look.” Trace the 
development of money, showing the advantage of each 
stage over the preceding. What are the uses of money? 

13. Mention some of the hindrances to ancient com¬ 
merce. With what countries did the Phoenicians trade? 
Show the importance of Phoenician commerce for the 
history of European civilization. 


4 


HELPS TO STUDY 


14. Distinguish law from morals. Was the distinction 
important in ancient society? Name three sources of our 
knowledge regarding ancient Oriental law and morals. 
What is a law code? Were the laws of Hammurabi’s code 
probably new or old? Note the “ crude features.” Com¬ 
pare the story of their origin with that of the Ten Com¬ 
mandments. In what books of the Bible can the Mosaic 
laws be found? Discuss the relative importance of the 
two codes. 

15. Contrast the common religious ideas of the ancient 
Near East with those of our time and country. What is 
the basic idea of magic? Show how ancient superstition 
advanced science. What was the most valuable religious 
contribution of the ancient Orient? Name the three 
Oriental monotheisms. What seems to have been the 
origin of the one-god idea among Egyptians and Persians? 
How did the Jewish idea of God change? Compare the 
Egyptian, Babylonian, and Hebrew ideas of immortality. 
Trace the changes. Show the historical importance of the 
Hebrew faith. 

16. Define: literature (two meanings), art, fine arts, 
practical arts, architecture. In what languages were the 
Old and New Testaments written? What forms of 
literature are found in the former? Why is it historically 
important? Examine pictures of buildings, monuments, 
paintings, and sculpture of the ancient Near East. 
Compare typical Egyptian and Babylonian temples. What 
architectural forms and devices were contributed by 
Babylonians and Egyptians? Explain the true arch and 
clerestory and their use. Note the characteristics, defects, 
and limitations of ancient Eastern art, referring where 
possible to illustrations. 

17. Define: science, applied science, engineering, and 


GREECE 


5 


astronomy. Name the contributions made by the ancient 
Egyptians and those by the ancient Babylonians to mathe¬ 
matics, science, and engineering. Explain the advantage 
of the solar calendar over the lunar calendar. Suggest a 
possible reason why the former was invented by the 
Egyptians. Show how superstition was mixed with certain 
branches of science. Point out three defects in the educa¬ 
tional system. 

18. Briefly state the defects of ancient Oriental (1) 
government, (2) social structure, (3) science, (4) art, (5) 
education, and (6) civilization in general. What is the 
importance of ancient Near Eastern civilization for Euro¬ 
pean history? Name and locate on the map the four 
peoples who carried civilization to Europe. 

CHAPTER III 
Greece 

19. Comment on the size of Europe relative to its 
historical importance. Be able to name the five European 
branches of the Indo-European language family (p. 18). 
Name and locate six languages in Europe which are not 
Indo-European. Learn the classification of physical types 
in Europe (pp. 66-67), and keep the two classifications 
distinct. 

20. Review sect. 18. Which parts of Europe were im¬ 
portant in ancient history? Why is the Mediterranean 
Basin a distinct area? In what respects was the Mediter¬ 
ranean well suited to ancient commerce? Which country 
in Europe has the oldest history? Show the historical 
importance of the iEgean Islands and the location of Greece. 

21. Review sects. 11, 13, and 16. Why is the iEgean Age 
called prehistoric, though it was civilized? In what respects 


6 


HELPS TO STUDY 


was the iEgean civilization similar to the Oriental? In 
what respects was it superior? Examine specimens of 
iEgean art pictured in this and other books. In what 
matters did the iEgeans make the most progress? When 
and how was the age ended? 

22. Review sects. 14 and 15. Compare the sources of 
knowledge for the two prehistoric periods in Greece. What 
is an epic? Tell the stories of the Iliad and the Odyssey. 
Why were they reliable for certain purposes and not for 
others? In outline note five characteristics of Greek eco¬ 
nomic life, six of social and moral standards, and four of 
religion. Note particularly the tribal standards of moral¬ 
ity and the procedure in case of crime. Name three bonds 
of Greek union. In what sense were the Greeks a divided 
people? Reference: Readings in Early European History , 
chaps. Ill and IV. 

23. Review sects. 10 and 11. Find the differences 
between the general meaning of “state” and the American 
usage. Distinguish “state” from “government.” Study 
the derivation of “civic,” “civilian,” “civil,” and “citizen.” 
Contrast the Greek and the modern meaning of “tyrant.” 
Find the meaning and derivation of “monarchy,” “oli¬ 
garchy,” “aristocracy,” and “democracy.” Note the main 
differences in political condition between ancient Greek and 
American cities. What was the basis of Greek citizenship? 
Indicate the political tendency in Greece in the early 
historic period. Does it surprise you that tyrants were 
often popular and good rulers? Contrast the two prin¬ 
cipal Greek cities. Fix in mind their location. Reference: 
Readings in Early European History, chaps. V and VI. 

24. Review sects. 13 and 21. What was the period of 
Greek colonization? What other development in Greece 
took place at the same time? What events in Oriental 


GREECE 


7 


history occurred during this period? Note three motives 
of Greek colonization. Describe the relations of a Greek 
colony to its mother city. Compare modern colonization. 
Locate three main fields of Greek colonization and mention 
a colony in each. Discuss the importance of Greek 
colonization for the history of civilization. Reference: 
Historical Outline Maps and Exercises , I, Greek Expansion 
in the Mediterranean. 

25. Review the Persians: location, race, religion, extent 
of empire, and imperial government. Note the period of 
the building of their empire. When did their wars against 
the Greeks occur? The outcome? The importance of the 
same for the history of civilization? What was the effect 
of the wars upon the relative prestige of the Greek cities? 
Reference: Readings in Early European History, chap.VII. 

26. Review sects. 11 and 23. Fix in mind the century 
of Athenian greatness and the time relation to other events. 
In what different ways was Athens great? Discuss the 
Delian League: purpose, extent, organization, and change 
in character. Why did not Athens extend her democratic 
principles to her empire? Point out the democratic and the 
undemocratic features of ancient Athens. Contrast 
ancient and modern democracy. Why would ancient 
Athenians and modern Americans call each other undemo¬ 
cratic? Aristotle, a Greek philosopher, considered slavery 
essential to civilization. What may have been his reasons? 
Would they apply to the present? What were the bad 
effects of slavery upon ancient society? 

27. Review sects. 16, 17, 18, and 21. Study pictures, 
plans, and descriptions of Greek buildings, and sculpture. 
Point out the merits of Greek sculpture as compared with 
Oriental carving. Discuss the merits and limitations of 
Greek architecture. (A limitation^ not a fault. What 


8 


HELPS TO STUDY 


architectural problems were left unstudied?) Contrast the 
theater and drama of the Greeks with those of to-day. 
What is philosophy? Name some Greek philosophers. 
What was Socrates’ method of teaching? Find out why he 
preferred it? Is it an accident that the most commercial 
of Greek cities was the most democratic, intellectual, and 
artistic? Reference: Readings in Early European History, 
chap. XI. 

28. Review the five periods in the story of Greece thus 
far. Give a brief narrative of the struggles between the 
Greek states. (Four steps.) Note the approximate time 
covered. Could the Greeks have kept their democracy if 
they had united? (Bear in mind the Greek type of democ¬ 
racy and the character of ancient imperial government in 
the East and in Greece.) What were the unfortunate 
results of their unwillingness to unite? References: 
Historical Outline Maps and Exercises, II, Athenian 
Empire and the Peloponnesian War; and Readings in 
Early European History, chaps. VIII, IX, and XII. 

29. Review sect. 25. Why were the Greeks so willing to 
aid their conquerors in further conquests? How did the 
Graeco-Macedonian state compare in size with the Persian 
Empire? How long did it take Alexander to conquer the 
latter? How do you account for his victory? Fix in 
mind the time and relate it to other important events in 
Greek history. How long had the Persian Empire lasted? 
What is the significance of the Greek victory for the 
history of civilization? Reference: Readings in Early 
European History, chaps. X and XII. 

30. Review sects. 10, 18, and 27. Why is the Hellen¬ 
istic Age so named? It spanned the time between what 
great events? What whole century did it include? What 
became of Alexander’s Empire? In what three ways did 


ROME 


9 


the Hellenistic cities differ from Athens and Sparta? In 
what sense was Alexandria typical of the age? What is 
cosmopolitanism? Discuss the purpose and organization 
of the Achaean and iEtolian leagues. Show their impor¬ 
tance in the history of political institutions. 

CHAPTER IV 

Rome 

31. Review sects. 6, 7, 19, 20, and 24. Why was Italy 
civilized later than Greece? How did geography tend to 
make the history of the two countries- different? Name and 
locate four main peoples of Italy? To which branch of 
Indo-Europeans did the Gauls belong? Where outside of 
Italy did Gauls live? What was the importance of the 
presence of Greeks in Italy? 

32. Review sect. 22. What is the historical value of the 
early Roman legends? For what purpose are they not 
dependable? With what Greek sources are they to be 
compared? What was the most important social unit 
among primitive Romans? Compare the two religions of 
the early Romans. What do they suggest regarding the 
probable origin of the State? Of what value was ancestor 
worship? Compare the economic and social conditions 
among the early Romans with those of the Homeric Greeks. 
What virtue was most honored by the Romans? Refer¬ 
ence: Webster, Readings in Early European History, sects. 
63 to 69 inclusive. 

33. Review sect. 23. In what countries have we found 
city-states? Compare the government of Rome with that 
of the cities of Homeric Greece. What change occurred 
in the Roman form of government just before the dawn of 
history? Compare Greek history. Why did the Romans 


10 


HELPS TO STUDY 


have two consuls at a time? What was the purpose of the 
dictatorship? Of what value was the Senate? Trace the 
rise in political condition of the plebeians. (Three main 
steps.) What was the work of the tribunes? Why did the 
plebeians demand written laws? 

34. Review sects. 24 and 31. How long did it take 
Rome to conquer Italy? What general conclusion does a 
study of the map facing p. 122 justify? (Use key.) 
What two movements were going on during the first two 
and a half centuries of the Republic? (Sect. 33.) Recall 
events of Greek history during the period. Compare the 
conquered communities incorporated into the Roman 
state and the Italian allies. Compare Roman and Greek 
colonial policies. Discuss the purpose and value of Roman 
roads. Enumerate the factors in the rapid Romanization 
of Italy. Reference: Readings in Early European History, 
sects. 70 to 77 inclusive. 

35. Review “Phoenicians” in sects. 10 and 13. Give 
directions for finding Carthage on the map. Discuss that 
city’s origin, civilization and language, economic life, and 
government. How long did her struggle with Rome last? 
What enabled Carthage to hold out so long? How did the 
wars prove the wisdom of Rome’s treatment of conquered 
Italy? Why does Hannibal deserve to rank among the 
greatest generals? Explain the derivation of our word 
“Fabian.” What regions were annexed by Rome during 
the period? Why is the Roman victory of the greatest 
importance? Reference: Readings in Early European 
History, chap. XV. 

36. Review sect. 26. What part of the Roman world 
was included in “the provinces”? Compare the govern¬ 
ment of the provinces with that of Italy. What were the 
causes of Rome’s misgovernment of the provinces? Enu- 


ROME 


11 


merate and discuss fully six effects upon Rome and Italy 
of the conquests beyond Italy. 

37 . What were the political tendencies during the 
century of Roman history ending a generation before 
Christ? Account for them. How are they related to 
conditions described in sect. 36? What regions were 
annexed by Rome in spite of the discord? Show the im¬ 
portance of Caesar’s conquest of Gaul. Reference: Read¬ 
ings in Early European History, chaps. XVI, XVII, and 
XVIII. 

38 . Review sects. 10 and 29. In general terms indicate 
the period and the territorial extent of the Roman Empire. 
Compare provincial government under the Empire with 
that under the Republic. Account for the extent, duration, 
and completeness of “the Roman peace.” How did the 
emperors encourage commerce? Why did slavery decline 
during the period? Comment on the relative importance of 
city and country life. References: Historical Outline Maps 
and Exercises, III, The Expansion of Rome over the 
Mediterranean and the Formation of the Roman Empire; 
Readings in Early European History, chaps. XIX and XX. 

39 . Review sect. 30. Why were the parts of the Empire 
west of the Adriatic much more thoroughly Romanized 
than the parts to the east? Why was Dacia an exception? 
(P. 139.) In what respects had the Roman Law gradually 
improved? What parts of the modern world have legal 
systems based mainly on the Roman? What parts have the 
English type of laws? Name five Romanic (modern Latin) 
languages. Reference: Readings in Early European 
History, chaps. XXI and XXII. 

40 . Review sects. 15, 38, and 39. Fix the approximate 
time of the origin of Christianity relative to other events. 
In what part of the Empire did it originate? How were 


12 


HELPS TO STUDY 


Christianity and Judaism related? Compare Chris¬ 
tianity with the other new faiths from the East. Explain 
four causes for the spread of the new religions. Why was 
Christianity singled out for special persecution? What 
was the effect of persecution? How long did it take for 
Christianity to become dominant? With what new moral 
ideas did Christianity combat old evils? 

41 . For what do the last two centuries of the Roman 
Empire stand? Describe the conditions in the Empire 
during the third century. About when did Diocletian 
rule? Show how each of his three reforms was temporarily 
beneficial and ultimately detrimental. What led to the 
division of the Empire? When did the fall of the Western 
Empire occur? 


CHAPTER V 
The Middle Ages 

42 . What great events bound the Middle Ages? Com¬ 
pare the ancient, medieval, and modern periods as to 
length. Classify the Germans as to race, language, and 
cultural advancement in the fourth century. Note the 
main cause of the migrations. Why can Germany support 
more people now than it could in 400 a.d.? Show the 
effect of the migrations upon civilization. Is modern 
civilization threatened by a similar danger? Reference: 
Readings in Early European History, chaps. XXIII and 
XXIY. 

43 . Where did the Franks live? Fix in mind approxi¬ 
mate periods of their two greatest kings and of Otto. What 
is significant about the manner of the Frankish conversion? 
What were the results of the conversion? Outline Charle¬ 
magne’s accomplishments under four heads. What became 


THE MIDDLE AGES 


13 


of his empire? Compare as to extent the old Roman 
Empire, the “ Roman Empire ” of Charlemagne, and the 
“Holy Roman Empire.” (Maps between pp. 138-139, 
facing p. 162, and on p. 165. Note parts common, parts in 
one and not in another, etc.) Why did the Church desire 
to perpetuate the Roman imperial tradition? References: 
Historical Outline Mays and Exercises, IV, The Revival 
of the Roman Empire in the West; and Readings in Early 
European History, chap. XXV. 

44 . See sects. 43 and 45. Note the home, race, and 
language family of the Northmen. Why were they less 
influenced before their migration by Christianity and 
civilization than the Germans had been? How did their 
voyages differ from those of earlier peoples? Name the 
countries invaded by the Northmen. What became of the 
Northmen in France? In Italy and Sicily? Reference: 
Readings in Early European History, chaps. XXX, XXXI, 
and XXXII. 

45 . Account for the decline of royal power after Charle¬ 
magne. To whom was much of it lost? Define feudalism. 
In what three ways did lords get feudal power over vassals 
and tenants? Enumerate the obligations of vassals to 
lords and vice versa. How did castles, armor, and mounted 
warfare affect the relations of nobles to kings and peasants? 
How was private warfare stopped? Show how chivalry 
was a compromise between Christianity and feudal con¬ 
ditions. Criticize feudalism as a governmental system. 
List and define feudal expressions. 

46 . Review sects. 27, 29, 30, 41, and 43. Mention other 
names for the Byzantine Empire. Note its origin and fate 
(pp. 154 and 194). Compare its duration with that of the 
Western Roman Empire. Compare the Byzantine and 
the Western European civilization of the Middle Ages. 


14 


HELPS TO STUDY 


Account for the commercial greatness of Constantinople. 
Mention three characteristics of Byzantine architecture. 
Point out defects and later value of Byzantine scholarship. 
What were the two greatest services of the Byzantines to 
Europe? 

47 . Review p. 18, index references to the various Semitic 
peoples, and sects. 15 and 40. Fix the time of the rise of 
Islam relative to other events. What region has produced 
all the great monotheisms? Which are Semitic in origin? 
Compare Islam and Christianity with regard to: (1) the 
lives of their founders, (2) the place of each founder in the 
estimation of his followers, and (3) the doctrines and 
spirit of the two faiths. In which parts of the world did 
each faith become dominant? Account for the rapid 
spread of Islam. What three parts of Europe have been 
occupied by Mohammedans? Note the time of each occu¬ 
pation. Show the historical importance of the flourishing 
of Arab-Moorish civilization during the Middle Ages. 
Reference: Headings in Early European History, chap. 
XXIX. 

48 . What were the crusades? Fix the time relative to 
other events. Explain three motives. What was ac¬ 
complished by the First Crusade? In what sense were the 
crusades failures? Show how the crusades undermined 
feudalism. Show how they encouraged West-European 
commerce and city life. Explain effect upon Western in¬ 
tellectual life. Reference: Readings in Early European 
History, chaps. XXXV and XXXVI. 

49 . Review p. 18. Note the original home, race, and 
cultural condition of the Mongols. How long was Europe 
subject to their occasional migrations? What was the 
cause of their migrations? Why is the time of the Mongol 
occupation of Russia significant? How are results of 


THE MIDDLE AGES 


15 


Mongol migrations shown in present conditions of Eastern 
and Southeastern Europe? 

50 . Review sect. 45. Trace the history of conquests of 
Britain, France, and Spain. Discuss the relative impor¬ 
tance of the various conquests in each country. How 
long were the Moors in Spain? What two important 
processes went on in Spain through the Middle Ages? 
Compare the French king’s power over his “domain” with 
his authority in the rest of the country. How did the size 
of his domain affect his power? Why did the nobles choose 
for king a man with a small domain? What does the map 
on p. 198 suggest about the way the royal power grew? 
Compare the medieval political development of England 
with that of France and Spain. Was the feudal nobility 
or monarchy friendlier to nationalism? Account for the 
affection which many Europeans still feel for their kings. 
Why did national states develop later in Central and 
Eastern Europe? References: Historical Source Book, 
No. 1, The Great Charter, and No. 2, Confirmation of the 
Charters; and Readings in Early European History, chaps. 
XXXVII, XXXVIII, and XXXIX. 


CHAPTER VI 
Medieval Civilization 

51 . Review sects. 40 and 48, and pp. 175 and 179. 
Account for the great influence of the Church in medieval 
society. Of these institutions, monarchy, feudalism, and 
the Church, which was local in sympathies, which national, 
and which international? How can you justify the ex¬ 
tensive medieval jurisdiction of Church courts? How did 
the Church enforce its regulations? Show how the Church 


16 


HELPS TO STUDY 


elevated the social ideals of the Middle Ages. Were its 
compromises justified? 

52 . How do medieval conditions and Church doctrines 
explain the importance of the medieval clergy? (Pp. 204 
and 207.) Describe the organization of the clergy, ex¬ 
cluding monks and friars. Suggest the source of this form 
of organization. State the fundamental idea of monas- 
ticism. Trace the development of the monastic system 
through three stages. What is the place of monasticism in 
the history of civilization? Distinguish friars from monks 
and the two oldest friar orders from each other. Observe 
as you proceed how the coming of the friars revealed social 
changes. Reference: Readings in Early European History, 
chaps. XXVI-XXVIII, XXXIII, and XXXIV. 

53 . Review sects. 38 to 41 inclusive and 43, 45, 46, and 
50. Explain the doctrine upon which the Pope’s spiritual 
authority rests. Indicate his three principal ecclesiastical 
powers. What is meant by his “temporal authority”? 
Over what territory did he formerly exercise temporal 
power? Why did the Church in the Middle Ages need for 
its capital a neutral territory under its own rule? What 
are the functions of the College of Cardinals? 

54 . Review sect. 45. How did the Germanic invasions 
affect the relative importance of city and country? Define 
“land tenure” and “manor.” Explain the village or 
manorial system of land tenure and use. (Study diagram, 
p. 215. Consider (1) demesne, (2) other arable land, (3) 
the meadow, (4) pastures, wood, and waste, and (5) the 
cottages.) Point out the disadvantages of the open-field 
system. What is meant by the “self-sufficiency” of the 
medieval village? What do the pictures on p. 218 show 
regarding farm labor, farming methods, peasants, clothing, 
and the artist’s skill? 


MEDIEVAL CIVILIZATION 


17 


55 . Review index references to “slavery” and sects. 
15 and 54. Distinguish free peasants, serfs, and slaves. 
What were the obligations of a serf to his lord? Compare 
the obligations of a peasant (free or servile) with those of a 
noble vassal. Note the twofold origin of serfdom. Ex¬ 
plain the causes of its decline. How long was the period 
covered by the decline? 

56 . Review sects. 38, 42, and 45. Compare the late 
ancient, early medieval, and late medieval periods with 
regard to city life. What were the causes for the revival 
of cities? How did the cities get their freedom from their 
feudal lords? Why were king and cities usually on good 
terms? Compare as to external relations the cities of 
England, France, and Spain with those of Germany-and 
Italy. Show the effect of the rise of cities upon social 
classes, architecture, and learning. 

57 . Note two types of medieval guilds. Which was the 
older? Classify the activities of the guilds. Describe the 
steps leading to craft-guild membership. Compare medie¬ 
val and modern attitudes toward monopoly and competi¬ 
tion. Compare medieval guilds with modern trade unions 
and employers’ associations. What were the causes for the 
decline of the guilds? 

58 . Note and account for the early medieval condition 
of commerce. When did the commercial revival occur? 
What were its causes? Trace three main routes from the 
Orient to Europe. Account for the type of Oriental goods 
brought to Europe. What cities profited most by this 
trade? Explain the prevailing medieval attitude toward 
competition and governmental regulation of commerce. 
Is it sound? 

59. Review sects. 46, 47, 48, 56, and 58. Review index 
references to “architecture” and “education.” What 


18 


HELPS TO STUDY 


kinds of buildings most interested medieval people? 
(Sects. 45 and 56 and pictures.) Why? Describe the 
Romanesque type of cathedral. What architectural prob¬ 
lem produced the Gothic type? Show how it was solved by 
means of three devices. (Study diagram, p. 233, and all 
available pictures.) What adjective best describes Gothic 
ornament? Contrast Greek temples and Gothic cathe¬ 
drals. Did vertical or horizontal lines prevail in the 
latter? Why was Western Europe so backward in educa¬ 
tion during the early Middle Ages? What regions were 
ahead of it? When did the educational revival occur? 
Explain the causes. Show how the universities copied 
guild organization. Note the origin of English “colleges.” 
Give the derivation of the words “university” and “col¬ 
lege.” What was the usual method of teaching in medie¬ 
val universities? Why? How did the liberal arts faculty 
differ from the other three faculties? 

60 . Review sects. 39 and 50, and maps between pp. 138- 
139 and facing p. 160. Account for the medieval use (a) of 
Latin for writing and (b) of local dialects in daily speech. 
What late-medieval conditions favored the substitution of 
national languages for both purposes? Name five Romanic 
and five Teutonic languages. What is the position of 
English relative to the two language families? Reference: 
Readings in Early European History, chaps. XL and XLI. 

CHAPTER YII 

The Renaissance 

61 . Review sects. 27, 30, 38, and 39. To what period 
does the name “Renaissance” apply? Why is it so called? 
Account for its origin in Italy. (Outline answer.) What 
is “humanism”? Show the special importance of each of 


THE RENAISSANCE 


19 


the humanists mentioned. What other important events 
occurred in the same century as the beginning of European 
printing? Show the twofold historical importance of 
printing. Study pictures of Italian Renaissance buildings, 
sculpture, and paintings. Note improvements in each of 
the fine arts and the influence of the age thereon. Refer¬ 
ence: Readings in Early European History, chap. XLIII. 

62 . What parts of Europe were least affected by the 
Renaissance? Why? (Sect. 49.) Show the importance of 
Erasmus. (Sects. 66 and 67.) Explain earlier and later 
effects of the Renaissance upon vernacular literatures. 
How did the use of vernaculars affect the quality of litera¬ 
ture? Find out the type of writing produced by each of the 
vernacular authors mentioned. Note causes of the revival 
of scientific interest. What were the contributions of 
Copernicus and Galileo to science? How did scientific 
method change? How is experiment related to observa¬ 
tion? Reference: Readings in Early European History, 
chap. XLII. 

63 . Review sects. 44 and 48. Note the two centuries of 
the great explorations. Show the relation to exploration 
of (1) the Crusades, (2) Italian trade monopoly, (3) in¬ 
ventions, (4) revival of classical learning, and (5) growth 
of national states. Mention three motives of the explorers. 
How do the explorations reveal the spirit of the Renais¬ 
sance? What did the Portuguese and the Spaniards each 
accomplish? Reference: Readings in Early European 
History, chaps. XLIV and XLV. 

64 . Indicate the extent of the Spanish and Portuguese 
Empires. In which regions do Spanish and Portuguese 
customs still prevail? Characterize the colonial policy of 
the two countries and show why it was unwise. Note the 
part played by Italians in exploration. Why were their 


20 


HELPS TO STUDY 


expeditions not undertaken for their own country? Refer¬ 
ence: Historical Outline Maps and Exercises, V, Portuguese 
and Spanish Colonial Empires. 

65 . Outline the effects of the discoveries upon Europe. 

66. Review sects. 51, 52, and 53. What was the Refor¬ 
mation? In which half century did it occur? Show how it 
was both a reaction against, and a continuation of, the 
Renaissance. How is it related to the growth of nation¬ 
alism? Note and illustrate its selfish causes. Be able to 
tell a connected story of the life and career of Luther. 
(Outline.) Try to imagine Luther and his personality; 
discuss his human qualities. Reference: Readings in 
Early European History, chap. XLVI. 

67 . What was the fundamental principle of Protestant¬ 
ism? Why did the new faith inevitably divide into sects? 
In what countries did it become dominant? Indicate the 
extent of the three early Protestant sects. Point out the 
differences between them. 

68. Note the period of the Counter Reformation. What 
countries were kept Catholic? Discuss six methods used to 
combat Protestantism. Note purpose, type of organiza¬ 
tion, and activities of the Society of Jesus. 

69 . Compare the Peace of Augsburg, the Edict of 
Nantes, and the religious terms of the Peace of Westphalia. 
Discuss fully the economic, social, and cultural effects of 
the Thirty Years’ War upon Germany. Why did inter¬ 
national law rise in this period? Reference: Readings in 
Early European History, chap. XLVII. 

70 . What change in the cause of warfare occurred 
during the seventeenth century? Summarize the dis¬ 
cussion of each of the four European regions in 1648. 
Reference: Historical Outline Maps and Exercises, VI, 
Europe at the End of the Thirty Years’ War. 


THE 17TH AND 18TH CENTURIES 


21 


CHAPTER VIII 

The Seventeenth and Eighteenth Centuries 
in Europe 

71 . Review sects. 45 and 50. How did the Reformation 
influence political theory? 

72 . Review sects. 50 and 69. Sketch the history of the 
English Parliament to James I. Note the century of 
Stuart rulers. Explain the causes of their conflict with 
Parliament. What were the Puritan ideas about morals, 
government, worship, and church organization? Was the 
Petition of Right meant primarily to protect Parliament 
or individuals? Show the significance of the period of 
personal rule. Tell the story of English events from 1640 
to 1660. Discuss the emigration to America during (1) 
the personal rule and (2) the Puritan Revolution. Com¬ 
pare the form of government under the Commonwealth 
with that during the Protectorate. Why did both these 
forms of government fail? What were the permanent 
results of the Puritan Revolution? References: His¬ 
torical Source Book, No. 4, Petition of Right, and No. 6, 
Instrument of Government; Readings in Modern Euro¬ 
pean History, chaps. I and II. 

73 . What does the Restoration period stand for in 
morals, religion, and politics? How was the “ Glorious 
Revolution” related to the Puritan Revolution? Refer¬ 
ences: Historical Source Book, No. 7, Habeas Corpus Act, 
No. 8, Bill of Rights, and No. 9, Act of Settlement; and 
Readings in Modern European History, chaps. Ill, IV, and 
VII. 

74 . Review sects. 50, 69, 70, 71, 72, and 73. Contrast 
political developments in France and England during the 
seventeenth and eighteenth centuries. Fix the time of 


22 


HELPS TO STUDY 


Louis XIV relative to other events. What was Louis’s 
purpose in creating a magnificent court? What change 
had occurred in the position of the nobility? Characterize 
Louis’s foreign policy. Why did he find a constant oppo¬ 
nent in the Netherlands? How was England brought into 
the anti-French struggle? Explain the occasion for Louis’s 
last war. Classify the terms of the Treaty of Utrecht. 
Compare it with the Peace of Westphalia. What is the 
significance of the rise of Brandenburg and Savoy? Refer¬ 
ences: Historical Outline Maps and Exercises, VII, Europe 
after the Peace of Utrecht; and Readings in Modern Euro¬ 
pean History , chaps. V and VI. 

75 . Review sect. 49. Note race and religion of the 
Russians. Give three causes for their cultural and eco¬ 
nomic backwardness. What important European events 
occurred during the Mongol occupation? Name some of 
Ivan the Great’s contemporaries. What was the aim 
of his successors? Discuss their success. Mention some 
of Peter the Great’s contemporaries. What were the two 
aims of his policy? Describe his methods. Why did he 
build St. Petersburg? 

76 . Review pp. 193 and 194. How long was the interval 
between Peter the Great and Catherine II? What was the 
object of her foreign policy? With what two states did it 
bring her into conflict? What was the outcome? Name 
five provisions of her settlement with Turkey. How is the 
history of the Ottoman Turks related to (1) the discovery 
of America, (2) the study of Greek in Italy, and (3) the 
success of the Protestant Reformation? Explain “the 
sick man of Europe” and “the Eastern Question.” Ref¬ 
erences: Historical Outline Maps and Exercises, VIII, 
Growth of Russia to the End of the Eighteenth Century; 
and Readings in Modern European History, chap. IX. 


COMMERCE AND COLONIES 


23 


77 . Review pp. 164,165, 169, 276, and 277. Distinguish 
between the family possessions of the Hapsburgs and the 
lands over which they ruled as emperors. Which gave them 
their power? What was the outstanding characteristic of 
their dominions? Name a contemporary of Maria Theresa. 
What is the importance of her reign? 

78 . Discuss the origin of Brandenburg and Prussia. 
When and how were they united? What good and bad 
qualities are suggested by “Prussianism”? Consider the 
historical significance of Frederick IPs wars. Reference: 
Historical Outline Maps and Exercises , IX, Growth of 
Prussia to the End of the Eighteenth Century; Readings 
in Modern European History, chap. VII. 

79 . Indicate in a general way the location of the Poles 
and the Lithuanians. To what linguistic families do they 
belong? Discuss five weaknesses of the Polish state. Re¬ 
member the period of the partitions by associating them 
with the sovereigns who participated. Of what value to 
Prussia were the Polish provinces acquired by Frederick? 
Was the lot of the Poles improved or injured by the par¬ 
titions? Were the latter grossly immoral? 


CHAPTER IX 

Commerce and Colonies During the Seven¬ 
teenth and Eighteenth Centuries 

80 . Review sects. 63, 64, and 65. Name the first two 
modern colonizing countries. Where were their colonial 
empires? When and by what countries were they super¬ 
seded as leading colonial powers? Classify seventeenth- 
century motives for colonization. Suggest another motive 
which has since become important. Carefully explain the 


24 


HELPS TO STUDY 


mercantile doctrine. Criticize it. Why did the govern¬ 
ments turn over to private companies the planting and 
oversight of colonies? Are there objections to the system? 
Distinguish the two kinds of companies. 

81 . Review sect. 69. Give three reasons why the Dutch 
turned to the sea. Trace step by step the history of the 
rise and decline of the Dutch colonial empire. (Outline.) 
What kind of people settled in South Africa? What were 
the causes of the decline of the Dutch power? 

82 . Review pp. 313 and 314. What circumstances 
gave European powers a chance to expand in India? 
What was the original English and French policy regarding 
India? What two contributions to French policy were 
made by Dupleix? Trace the career of Clive. What gave 
England the advantage.in India? What was the result of 
the struggle? 

83 . Review sects. 72, 73, and 74. Account for the late¬ 
ness of English and French activity in the New World. 
Which colonies were planted during the Stuart reigns? 
Correlate English and colonial events of the seventeenth 
century. Discuss the composition of the population of the 
English colonies. Indicate the extent of the English colo¬ 
nies about 1700. What were the causes for the revival of 
French interest in America? What was accomplished by 
each of the two greatest French explorers? Compare Eng¬ 
lish and French colonies as to (1) location, (2) number, (3) 
area, (4) number of people, (5) economic life, and (6) 
government. What was the period of the Second Hundred 
Years’ War? Note the occasion for the beginning of the 
struggle. What territorial transfers were made at the end 
of the Seven Years’ War? References: Historical Outline 
Maps and Exercises, X, Colonial Empires in the Eighteenth 
Century; Historical Source Booh, No. 5, New England 


COMMERCE AND COLONIES 


25 


Confederation; and Readings in Modern European History , 
chaps. XI and XII. 

84 . Compare the treatment of British and other colonies 
by their parent countries before 1763. Discuss the effects 
of the expulsion of the French upon Anglo-colonial rela¬ 
tions. Show how American opposition to the new policy 
was a defense of principles rather than resistance to actual 
oppression. Compare the second paragraph of the Decla¬ 
ration of Independence with John Locke’s political theory. 
What is the bearing of the American Revolution upon 
Canadian history? Show the place of the Revolution in the 
history of the European balance of power. Note three 
effects of the Revolution upon the history of other nations. 
References: Historical Source Booh, No. 10, Resolutions of 
the Stamp Act Congress, No. 11, Virginia Bill of Rights, 
and No. 12, Declaration of Independence; and Readings in 
Modern European History, chap. XIII. 

85 . What was the trouble with our first constitution? 
How long was it retained? Why were the states reluctant 
to accept the new one? Why were the people devoted to 
states and jealous of the Union? Show the influence of 
British experience on our Constitution. Comment on 
Montesquieu’s influence. Explain the most important 
“ novel feature. ” Note, as you study further, the spread of 
this “novel feature.” References: Historical Source Booh, 
No. 13, Articles of Confederation, No. 14, Northwest 
Ordinance, and No. 15, Constitution of the United States; 
and Readings in Modern European History, chap. XIV. 

86. Review sect. 63. What regions of the world were 
explored in the fifteenth and sixteenth centuries? In the 
seventeenth and eighteenth? Name in time order five 
explorers of the Pacific. Indicate the achievements of each. 
Reference: Readings in Modern European History, chap. X. 


26 


HELPS TO STUDY 


CHAPTER X 

The Old Regime 

87 . Review sects. 61, 62, and 66. Read chapter X as a 
whole before studying it by sections. Note that it consists 
of two parts, the second beginning with sect. 91. State 
the purpose of each part. What was the “Old Regime”? 
How did it differ from the Regime which preceded it? 
(Sect. 45.) Reference: Readings in Modern European His¬ 
tory, chaps. XV and XVI. 

88. Review sects. 45 and 52. What was the prevailing 
form of government in the eighteenth century? What 
valuable service had monarchy rendered? What phases of 
feudalism had disappeared in France and what ones had 
survived? Name the two privileged orders and the princi¬ 
pal subdivisions of each. What services had each of the 
privileged orders rendered society? Mention the three 
most valued privileges of the nobility. 

89 . Review sects. 54, 55, and 56. What was the “Third 
Estate ”? Name its three subdivisions. Discuss the origin, 
condition, grievances, and state of mind of the bourgeoisie. 
What privileges were enjoyed by some of the artisans? 
Note two classes of peasants. Enumerate the grievances of 
the free peasants. 

90 . Review p. 179 and sects. 66, 67, and 68. In what 
part of Europe did each of the three main branches of 
Christianity prevail? In what countries was each of the 
three chief early Protestant faiths generally dominant? 
Point out the distinguishing characteristics of each of the 
four other Protestant branches mentioned. Briefly 
summarize the relation between church and state in 
Western Europe of the eighteenth century. Reference: 
Readings in Modern European History, chap. XVII. 


THE OLD REGIME 


27 


91 . Review sects. 57, 58, and 80. What is economics? 
Is it a natural or a social science? Explain three ideas of 
the physiocrats. Compare their ideas with those of the 
mercantilists. Reference: Readings in Modern European 
History , chap. XVIII. 

92 . Review sect. 62. Note the results of the change in 
scientific method described in sect. 62. What are natural 
laws? Name some. How do they differ from laws applied 
in law courts? What are hypotheses? Of what use are 
they in science? Which of the discoveries and doctrines 
mentioned in sects. 62 and 92 most profoundly changed 
men’s ideas of the physical universe and their place in it? 

93 . Review pp. 204 and 263 and sects. 71, 72, 73, and 84. 
Show the twofold influence of the achievements in natural 
science on ideas regarding human affairs and religion. 
Explain Locke’s political theory. Note the period of his 
life and suggest the influence of the political events of his 
time and country upon his doctrine. Show the importance 
of the latter in American history. 

94 . Contrast the intellectual with the political relations 
between eighteenth-century France and England. Discuss 
the method, conclusions, and influence of Montesquieu’s 
great book. What is the importance of Voltaire? How 
was Rousseau’s idea of civilization related to his philoso¬ 
phy of government? Would the purpose of the encyclo¬ 
pedists now be considered an appropriate one? Reference: 
Readings in Modern European History, chap. XIX. 

95 . Review sects. 76 to 79 inclusive. Note the two¬ 
fold significance of the expression “ enlightened despot.” 
What does “benevolent despot” suggest? Consider the 
propriety of applying these terms to each of the three 
monarchs discussed. Show how the first half of Frederick 
II’s reign necessitated the enlightened measures of the 


28 


HELPS TO STUDY 


remainder. Point out the purpose, three methods, and the 
result of Joseph IPs policy. Define paternalism. What 
are its two weaknesses? 

CHAPTER XI 

The Revolutionary and Napoleonic Era, 
1789-1815 

96 . Review sects. 72, 73, and 84. Why did the revolt 
against absolutism begin in France rather than in some 
other part of the Continent? Show the influence of two 
foreign countries upon the revolutionary movement in 
France. What caused the calling of the Estates-General? 

97 . Characterize French public opinion early in 1789. 
How did the structure of the Estates-General reveal its 
feudal origin? Explain the difficulty regarding organiza¬ 
tion. Comment on the government’s handling of the 
problem. How was the difficulty settled? Describe two 
dramatic scenes in the struggle. References for sects. 97 
to 101 inclusive: Readings in Modern European History, 
chaps. XX, XXI, and XXII. 

98 . Tell the story of the summer of 1789, showing how 
each event led to the next. (Outline.) Reference: Histori¬ 
cal Source Booh, No. 16, Decree Abolishing the Feudal 
System. 

99. Review p. 199 and map on p. 198. Account for the 
diversity of local institutions in pre-Revolutionary France. 
Is diversity usually coupled with centralization? What 
changes were made? Is it wise to destroy historic local 
units? Criticize the three new laws pertaining to the 
Church. Explain the unfortunate results of the financial 
policy. Keep in mind as you proceed the various constitu¬ 
tions adopted in France. What were the provisions of the 


NAPOLEONIC ERA 


29 


Constitution of 1791 regarding (1) the legislature, (2) the 
monarchy, and (3) the suffrage? Was there any apparent 
or real discrepancy between the Constitution and the 
Declaration of the Rights of Man? Reference: Historical 
Source Book , No. 17, Declaration of the Rights of Man and 
the Citizen. 

100 . How did the Revolution change after 1791? Note 
five sources of opposition to the government. Which 
opposing elements had once been sympathetic? What 
caused the ill will of each? Which acts of the National 
Assembly proved to be mistakes? How did each of the 
discontented elements oppose the government? What 
was the cause of the foreign war? How did it affect the 
Revolution? Reference: Historical Source Book , No. 18, 
Address to All Peoples. 

101 . Why was the National Convention called? Com¬ 
pare the two parties. Was the execution of Louis XVI wise? 
What alternatives were there? What were the results? 
Discuss fully the emergency measures. Was the concen¬ 
tration of power in a single committee wise? What can 
you say in defense of the system of terrorism? To what 
extent were the Convention’s measures successful? Why 
were the extreme measures continued after the passing of 
the emergency? How did the Committee of Public 
Safety get reelected month after month when it had lost 
the good will of the Convention? How was the Reign of 
Terror ended? Compare the Constitutions of 1791 and 
1795. 

102 . Give an account of the antecedents, education, 
and rise to prominence of Napoleon Bonaparte. Review 
French foreign relations from the spring of 1792. What was 
the foreign situation in 1796? What principle of Napoleon’s 
strategy is illustrated in his Italian expedition? What was 


30 


HELPS TO STUDY 


the outcome? Give four provisions of the Treaty of 
Campio Formio. Note (1) the government’s motives in 
sending Napoleon to Egypt, (2) his motives in going, and 
(3) the reasons given to the public. What is a coup d’etat? 
How was the Directory overthrown? References for 
sections 102 to 110 inclusive: Readings in Modern Euro¬ 
pean History , chaps. XXIII, XXIV, and XXV. 

103 . Briefly note the occurrences during the period of 
the Consulate. Compare the Constitution of 1799 with its 
two predecessors. Suggest French motives in ratifying 
Napoleon’s usurpation. Enumerate Napoleon’s construc¬ 
tive reforms. Find out which of them had been started 
before. Is the extreme centralization of government 
desirable? What other countries have been influenced by 
the Code Napoleon ? What was the origin of the situation 
remedied by the Concordat? Did the Church or Napoleon 
gain more thereby? 

104 . Review sects. 72 and 99. Trace the development 
of one-man rule in France. In what sense was Napoleon’s 
Empire democratic? To what extent did Napoleon accept 
the ideals of the Revolution? In what respects did he 
depart from them? 

105 . Note (1) the change in French war aims since 1792 
and (2) the change in the leadership of the opposition. 
Why are dictatorships usually aggressive in foreign affairs? 
Show the importance of Nelson’s two great victories. 
(Review.) What were the parts played by the two Pitts in 
English history? (Review.) Trace the history of the war 
from Trafalgar to Tilsit. What were the terms and impor¬ 
tance of the Treaty of Tilsit? Account for Napoleon’s 
remarkable victories. 

106 . Review sects. 36, 38, and 43, and pp. 269-270. 
Name countries at some time between 1792 and 1815 (1) 


NAPOLEONIC ERA 


31 


annexed by France, (2) dependent upon her, and (3) allied 
to her. Name also (4) those European states which were 
never within the Napoleonic system. What territories 
were in the Grand Duchy of Warsaw and the Confedera¬ 
tion of the Rhine? What were Napoleon’s probable 
motives in creating them? Of what significance was the 
latter in German history? Reference: Historical Outline 
Maps and Exercises , XI, Europe under Napoleon. 

107 . Explain (1) the Continental System, (2) British 
retaliation, and (3) French retaliation. Compare the 
legality of the British and French measures. Find out the 
effect of these measures on the history of the United States. 
How did the Continental System affect Napoleon? How 
does it account for his efforts to control literally all Europe? 
Would those efforts have been expedient otherwise? 

108 . Review pp. 199, 375, and 391. Why was Napoleon 
less successful after 1808? Give a connected narrative of 
the national revolts. (Outline.) Why was it natural that 
they should begin in Spain and Portugal? Explain the 
causes of the rupture between France and Russia. Com¬ 
pare the “awakening” and reforms in Prussia between 
1808 and 1812 with French-Revolutionary reforms. Note 
the effect of the War of Liberation upon German national 
sentiment. 

109 . Mention two circumstances which induced Napo¬ 
leon to return from Elba. What was the effect upon the 
Allies? What was the outcome of the “Hundred Days”? 
Is it unusual for nations to build legends about their great 
men? Note the consequences of the “Napoleonic legend” 
in later French history. 

110 . Review sects. 99, 103, and 104. “Liberty” ex¬ 
pressed two ideals of the Revolution, popular sovereignty 
and personal liberty. What is the difference? What ideals 


32 


HELPS TO STUDY 


were expressed by “equality” and “fraternity”? Is 
“equality” capable of a larger meaning? Explain Napo¬ 
leon’s attitude toward each of these four ideals. To what 
parts of Europe did Napoleon spread some of the principles 
of the Revolution? If Britain had not opposed, could 
Napoleon probably have welded Western Europe into a 
durable state? Would it have been desirable? 

CHAPTER XII 

The Democratic Movement in Europe, 1815-1848 

111 . Review sect. 26. Explain and account for the two 
principal differences between ancient and modern democ¬ 
racy. Contrast the presidential and cabinet systems. 
Show how the latter is an adaptation of democracy to the 
forms of monarchy. Is there any advantage in retaining 
the forms of monarchy? What limits, if any, should be 
imposed upon the power of the majority? What is a 
constitution? What is the use of constitutions? Why are 
so many written constitutions of revolutionary origin? 

112. Note the occasion for the Congress of Vienna. 
Remember the date. Was it a European or a world 
assemblage? Were the small states represented? Was it 
wise to include France? Find out something of the char¬ 
acter and work of Alexander I, Stein, Metternich, Talley¬ 
rand, and Wellington. References for sects. 112, 113, and 
114: Readings in Modern European History, chap. XXVI. 

113 and 114. Review the Peace of Westphalia and the 
Treaty of Utrecht. See index. Point out three guiding 
principles of the Congress of Vienna. List the treaty 
provisions covered by each. Compare Louis XVIII with 
(1) the other monarchs restored in 1814 and (2) Charles II 
of England. What two tendencies of the age did the Con- 


DEMOCRATIC MOVEMENT 


33 


gress oppose? Show the Austrian influence on the German 
and Italian settlements. Why would a united Germany 
not serve Austrian interests? What rule seems to have 
determined British gains in 1713, 1763, and 1815?- Trace 
the growth of the political map of Europe from 1648 to 
1815. Reference: Historical Outline Mays and Exercises , 
XII, Europe after the Congress of Vienna. 

115. When was the Age of Metternich? (Sect. 119.) 
State four main principles of Metternichismus. Which 
states were members of the Concert of Europe? Note its 
two purposes. Which of these would not at present be 
considered appropriate for an international organization? 
What was the attitude of Britain and France toward the 
practice of intervention? Mention four defects of the 
Concert. In what instances was the doctrine of interven¬ 
tion successfully applied? Trace the history of the three 
breaches in the Concert. Reference: Historical Source 
Book , No. 21, Monroe Doctrine. 

116. Review sect. 113. What is the period of the re¬ 
stored Bourbon monarchy? Compare the two reigns 
which compose the period. Was the Revolution of 1830 
the work of France or of Paris? What classes took part? 
What was the attitude of the bourgeoisie and the peasants? 
What kind of government did the revolutionists wish? 
What kind of government was set up? Why? Reference: 
Readings in Modern European History, sect. 131, The “July 
Revolution.” 

117. Review sect. 115. Trace to 1830 the histories 
of Poland, Belgium, and Holland. (Index references.) 
Compare the two parts of the Netherlands as to language, 
religion, and economic life. In which countries did the 
Revolution of 1830 succeed and in which fail? Note par¬ 
ticularly the outcome in Poland and Belgium. What is 


34 


HELPS TO STUDY 


the significance of the Revolution of 1830? Briefly char¬ 
acterize the following eighteen years. 

118. Review sect. 116. Outline the policy and methods 
of Louis Philippe. What parties opposed him? Discuss 
the socialistic phase of the Revolution of 1848 and the 
economic changes which preceded it. Give four main 
provisions of the constitution of the Second Republic. 
Review French constitutional changes since 1789. Suggest 
three causes for the election of Louis Napoleon to the 
Presidency. Reference: Readings in Modern European 
History , sect. 132, The “February Revolution.” 

119. Review sect. 117. What part did France play in 
nineteenth-century revolutions? Compare the Revolu¬ 
tions of 1830 and 1848 as to scope. In which Hapsburg 
lands did revolts occur in 1848? In what foreign wars were 
the Hapsburgs involved? How were they interested in the 
Frankfort Parliament? Which of the revolutionary move¬ 
ments were merely democratic in motive? Which were 
also nationalistic? Which aimed at separation? Which 
at union? Which at both? Account separately for each 
of the failures. Note their interdependence. 


CHAPTER XIII 

The National Movement in Europe, 

1848-1871 

120. Review index references to “city-state”, chap. IY 
(briefly), and sects. 45, 50, and 108. Is every group having 
its own ideals and purposes a nation? How were ancient 
empires formed? What medieval institutions perpetuated 
the traditions of European unity? Show how the Middle 
Ages were a period of confused loyalties. What conditions 


NATIONAL MOVEMENT IN EUROPE 35 


have contributed to the growth of national states? Is 
nationality a dividing or a uniting force? 

121. Review sect. 118. Compare the First and Second 
French Empires as to origin. How did the former prepare 
the way for the latter? How long did the Second Empire 
last? How did Napoleon III retain his power? Was he 
indeed a “democratic and benevolent despot”? Does he 
deserve the credit for the prosperity of his reign? What 
were the motives of his foreign policy? How was he in¬ 
volved in Italian and German affairs? Reference: Read¬ 
ings in Modern European History, chap. XXXI. 

122. In what two former periods had Italy been great? 
What caused its decline? Account for its divided condi¬ 
tion. What caused the Risorgimento? How did the Vienna 
settlement disappoint Italians? Review Italian revolts 
between 1815 and 1850. Name three parties of Italian 
nationalists. Note three ideas of Mazzini. Reference: 
Readings in Modern European History, chap. XXVIII. 

123. Review sect. 119. Which one of the three Italian 
nationalist parties gained the leadership? Why? Name 
and locate four parts of the kingdom of Sardinia. What 
aims did Mazzini and Cavour have in common? How did 
the two men differ in character and ideas? What were the 
attitudes of England and France toward Italian nationalist 
aspirations? What were Cavour’s motives in having 
Sardinia enter the Crimean War? 

124. Discuss the relative credit deserved by the four 
founders of Italian unity. Note the beginnings of .Franco- 
Italian friction, which is still growing. What is the origin 
and meaning of the word “ irredentism ” ? References: His¬ 
torical Outline Maps and Exercises, XIII, Unification of Italy; 
and Readings in Modern European History, chap. XXIX. 

125. Review sect. 119. Why was German union so long 


36 


HELPS TO STUDY 


delayed? What three services did Napoleon render the 
cause? Why was the Vienna settlement a twofold disap¬ 
pointment to German patriots and liberals? Why was it 
natural for Austria to oppose and Prussia to favor a strong 
union? Review four efforts to unite Germany in 1848- 
1849. Why did they fail? Was the unionist movement 
under liberal or conservative leadership before 1850? Under 
which type of leadership was union finally achieved? Show 
the importance of the Zollverein. Is there any lesson in 
the Zollverein for present-day Europe? 

126 . Review the history of Prussia. Why was Prussia the 
natural center of German union? Describe the political sit¬ 
uation when Bismarck came to office. What were his ideas 
as to domestic and foreign policy? Reference for sects. 126 
and 127: Readings in Modern European History, chap. XXX. 

127 . What were Bismarck’s motives in each of the three 
Prussian wars preceding the founding of the empire? How 
did Bismarck isolate Austria? Why was he so moderate in 
his demands upon Austria? Find out his attitude toward 
the annexation of Alsace-Lorraine. What is the signifi¬ 
cance of the fact that he was overridden? What were the 
effects of events related in this section upon the growth of 
the Italian kingdom and the constitutional histories of 
Germany, France, and Austria? Reference: Historical 
Outline Maps and Exercises, XIV, Unification of Germany. 

CHAPTER XIV 

The United Kingdom and the British 
Empire 

128 . Contrast the Tory and Whig parties as to composi¬ 
tion and principles. Trace the history of British parties 
from the beginning of the Hanover period to 1830. Ex- 


UNITED KINGDOM 


37 


plain four undemocratic features of the British Constitu¬ 
tion in the early nineteenth century. Show how the 
history of the First Reform Act illustrates British methods 
of government. What two reforms were accomplished by 
the Act? Show its effect upon the relative power of (1) so¬ 
cial classes and (2) political parties. 

129 . Characterize British politics in the generation 
after 1832. Study by means of index the reforms of the 
period. Why did the Chartists desire secret voting and 
payment of members of Parliament? How were the 
Chartists’ demands looked upon? How would we regard 
them now? Compare the ideas and careers of Gladstone 
and Disraeli. Trace the history of the Second Reform Act. 
How did it affect the political power of social classes? Ref¬ 
erences: Historical Source Book , No. 22, Chartist Petition; 
and Readings in Modern European History, sects. 158, 
Disraeli, and 159, Gladstone. 

130 . Explain Disraeli’s disappointment regarding the 
Second Reform Act. What was the principal provision of 
the Third Reform Act? Under what circumstances was 
the suffrage granted to women? Reference: Readings in 
Modern European History, sects. 160, Lord Salisbury, 161, 
Lord Rosebery, and 162, Arthur James Balfour. 

131 . Explain two uses of the monarchy. Why cannot 
our Presidency serve the same purposes? Contrast fully 
the houses of Parliament and the corresponding houses of 
our Congress. Suggest two advantages of the custom of 
permitting parliamentary districts to choose outsiders to 
represent them. Explain fully the Cabinet system and 
compare it with the Presidential system. Discuss the 
relative merits of the two systems. 

132 . Explain the former grievances of the Irish against 
the English. How were the land and religious problems 


38 


HELPS TO STUDY 


settled? What difficulties retarded the solution of the 
political problem? Trace the history of the Irish agitation 
for Home Rule, showing methods, aims, and results in each 
stage. Find out how Irishmen are now divided on political 
issues. Present sympathetically the Irish, British, and 
Ulster viewpoints. 

133 . Review sects. 82, 83, 84, 86, and 114. Account for 
Britain’s great lead in the race for colonies. Explain two 
effects of the scattered Empire upon the British policy. 
Account for the diversity of government. Classify the 
possessions with regard to their relation to Great Britain. 
Name and locate six self-governing dominions. How do 
they differ in population and geography from other parts 
of the Empire? Note their common governmental fea¬ 
tures. References: Historical Outline Maps and Exercises, 
XV, Expansion and Organization of the British Empire; 
and Historical Source Book, No. 23, Durham Report. 

CHAPTER XV 
The Continental Countries 

134 . Review sects. 121 and 127. Trace the constitu¬ 
tional changes in France since 1789. What great event 
caused the establishment of the Third Republic? Show 
how circumstances influenced the character of the constitu¬ 
tion. Suggest the advantages and disadvantages of “ inter¬ 
pellation” of ministers. Account for the frequency of 
ministerial crises. What two conditions lessen the impor¬ 
tance of these changes? In what two regions are the most 
extensive French colonies? Why has France no self- 
governing dominions? Reference: Readings in Modern 
European History, chap. XXXII. 

135 . Review sects. 122, 123, 124, 63, 64, 108, 113, and 


THE CONTINENTAL COUNTRIES 


39 


117. Explain the attitude of the Papacy toward the king¬ 
dom of Italy. Why are Italian colonies expensive luxuries? 
Briefly characterize Spanish history (1) in the Middle Ages, 
(2) in early modern times, (3) in the seventeenth and eight¬ 
eenth centuries, and (4) during the nineteenth century. 
Trace the loss of the Spanish colonies. Find out the impor¬ 
tant recent changes in Italian and Spanish government. 
Recall Portugal's greatest achievement and her colonial 
losses. Where are her largest remaining colonies? What 
form of government has she? Note the type of govern¬ 
ment, the languages, and the religion of Belgium. Of what 
value is her colony? 

136 . How does the political development of the minor 
Teutonic states differ from that of the Latin countries? 
Which of the Teutonic states are without colonies? When 
were Holland and Sweden at the height of their power? 
Trace the losses of Holland, Denmark, and Sweden. Com¬ 
pare the Swiss constitution with our own. Why have the 
Swiss clung to direct democracy? How have they adapted 
it to large communities? 

137 . Review sects. 125, 126, and 127. How did the 
methods used by Bismarck to unite Germany affect the 
character of the German Empire. How did imperial 
Germany rank in industry, commerce, and intellectual 
achievement? Point out the undemocratic features of both 
the imperial and the Prussian constitutions. (Outline.) 

138 . Review sects. 115, 119, 124, and 127. Review the 
causes for the failure of the revolutions of 1848-1849 in 
the Hapsburg lands. Characterize Austrian policy imme¬ 
diately thereafter. Describe the Augsleich and show why 
it was a makeshift. By comparing the maps facing pp. 
650 and 730, locate the various nationalities in Austria- 
Hungary. In what spirit did the Magyars rule subject 


40 


HELPS TO STUDY 


nationalities in Hungary? Find out whether or not the 
Germans continued to dominate Austria? Why did 
Austria-Hungary survive so long in spite of difficulties? 

139 . Review index references to Russia. How did the 
Byzantines, the Swedes, and the Mongols affect Russian 
history? Account for the size, the backwardness, and the 
aristocracy of Russia. Locate the subject nationalities. 
Of the last five tsars, how many were liberally inclined? 
Why did they not continue liberal? Show the political 
significance of the Industrial Revolution in Russia. How 
did repression influence the character of the opposition? 
Could Nihilism flourish under free discussion? Reference: 
Readings in Modern European History , chap. XXXV. 

140 . Review chap. Ill (briefly) and sects. 46, 49, and 76. 
Account for the cultural and economic decline of the 
Balkan Peninsula in modern times. What general change 
occurred in the Balkan political map between 1683 and 
1914? (Pp. 366 and 666.) How did nineteenth-century 
nationalism affect Balkan history? On what occasions 
have the native states undone settlements made by the 
European Concert? Show how Balkan affairs have 
influenced the foreign policies and groupings of the Great 
Powers. (See also sects. 174, 175, and 177). On what 
occasions have the Balkan states threatened or disturbed 
the peace of Europe? Reference: Historical Outline 
Maps and Exercises , XVI, Dismemberment of Turkey and 
the Rise of the Balkan States. 

CHAPTER XVI 

Colonial Expansion and World Politics 

141 . Review sects. 64, 80, 81, 111, 120, and 154. Ac¬ 
count for the decline of imperialism in the eighteenth 


COLONIAL EXPANSION 


41 


century and its "revival in the nineteenth (pp. 442, 467, 
581, and 621). Comment on the location of the great 
colonizing powers. What is the relation of imperialism to 
the peace problem? Discuss the good and evil of imperial¬ 
ism. Would freedom of trade and migration lessen the evil? 

142 . Review sect. 63. Why was Africa, the home of the 
earliest civilization, the last of the continents to be explored? 
What was the period of exploration? Note the general 
regions covered by the great explorers. What were the 
three important motives of exploration? Discuss the 
distribution of races in Africa. Reference: Readings in 
Modern European History , chap. XXXVI. 

143 . Why did the partition of Africa progress so rapidly? 
Discuss the relative extent and value of the African hold¬ 
ings of European Powers. Indicate the general regions in 
which each Power is mainly interested. Find out the 
nature of British interest in the Nile. W T hy is Egypt other¬ 
wise important to Britain? Sketch the history of South 
Africa. Look up the party situation there. Referepce: 
Historical Outline Maps and Exercises, XVII, Exploration 
and Partition of Africa. 

144 . Summarize the relation between Asia and Europe 
in (1) ancient, (2) medieval, ai^d (3) modern times. What 
three European Powers have the greatest possessions on 
the Asiatic mainland? Indicate the general regions held 
by each. When did Russia expand across Asia? What 
international complications resulted? Compare the Anglo- 
French agreement of 1896 and the Anglo-Russian settle¬ 
ment of 1907. Show the general international importance 
of the two agreements. 

145 . Review sect. 82. What conditions have made 
British expansion in India inevitable? In what three 
respects are the peoples of India divided? Find out some- 


42 


HELPS TO STUDY 


thing of the attitude of various groups of public men in 
India toward British rule. 

146 . Locate (1) China proper, (2) other parts of the 
republic, and (3) countries having related civilization. 
Look up the influence of Confucianism upon Chinese life. 
Was China stationary or merely conservative? When and 
how was isolation ended? Locate the annexations. What 
were the causes and results of the Boxer uprising? What 
lesson did the Chinese learn from Japan’s victories in two 
wars? Continue the story of China to date. 

147 . Review sect. 134. Compare the Japanese with the 
Chinese. How and when was Japanese isolation ended? 
In what respect is the Japanese Revolution unique? Do 
Japanese and white people have equal opportunity in 
undeveloped countries? Show the influence of physical 
geography, numbers, and the modern economic system on 
Japan’s foreign policy. Suggest the cause for the Anglo- 
Japanese Alliance. Reference: Readings in Modern Euro¬ 
pean History, XXXVII, Japan Old and New. 

148 . Which states have lost part or all of their posses¬ 
sions in Oceania? Which states have the most extensive 
possessions? Of what value are the islands? Reference: 
Historical Outline Maps an$ Exercises, XVIII, The Euro¬ 
pean Advance in Asia. 

149 . Account for the lateness of the settlement of 
Australia and New Zealand. Why are they suitable homes 
for European civilization? Note the prevailing types of 
economic life. Is manufacturing likely to develop exten¬ 
sively in either country? Compare the constitution of 
Australia with that of the United States. 

150 . Review sect. 83. When and by what nationality 
was Canada first settled? On what occasion did Great 
Britain secure it? What is the relation of Canadian history 


COLONIAL EXPANSION 


43 


to the American Revolution and the War of 1812? Sum¬ 
marize the Durham Report. Show its importance for the 
history of the British Empire. Compare the Canadian and 
the American forms of government. In what respect is the 
former more like the British system? Is Canada likely to 
become as populous as our country? 

151 . Review sect. 115. What is included in Latin 
America? What part is Portuguese? Why is the Indian 
element in the population so large? How does the popula¬ 
tion of the West Indies differ from that of the mainland? 
How was the establishment of Latin-American independ¬ 
ence related to European international history? Account 
for the political instability and economic backwardness of 
Latin America. Why are Chile, Argentina, and Uruguay 
the most prosperous and best governed? Note the prin¬ 
cipal political and social issues in Mexico. 

152 . Review sects. 84 and 85. Trace the territorial ex¬ 
pansion of the United States. How did our earlier expansion 
differ from that since 1898? Are the regions acquired since 
then likely to become states? How does our possession of 
Far Eastern territories affect our relations with Europe? 
What changes of conditions have made Latin America less 
friendly to the Monroe Doctrine? 

153 . Review sects. 63 and 86. Which of the explorations 
mentioned seem most important scientifically, economi¬ 
cally, and politically? Which unexplored regions would be 
most worth exploring? 

CHAPTER XVII 
The Industrial Revolution 

154 . Review sects. Ill, 120, and 141. What is the 
Industrial Revolution? How long has it been going on? 


44 


HELPS TO STUDY 


Where did it originate? Show how it encouraged colonial 
expansion, democracy, and nationalism. 

155 . Does the rapid succession of inventions since 1760 
show a sudden improvement in natural intelligence? Can 
we rightly assume that nations which have done little 
inventing recently are inferior in capacity? 

156 . Distinguish between the guild, domestic, and 
factory systems. Account for the changes. Show the 
relations between (1) “ overhead expense/' (2) machinery, 
(3) division of labor, and (4) large scale production. Refer¬ 
ence: Historical Outline Mays and Exercises, XIX, Eco¬ 
nomic Europe. 

157 . Show how factories caused improvements in 
transportation. Note important changes made during 
each generation since 1770. 

158 . Note important improvements in communication 
made in each generation since 1830. How were they re¬ 
lated to the political trend? Could republics as large as 
ours have been a success in the eighteenth century? Are 
local dialects or separate national languages likely to 
develop in Anglo-Saxon countries? 

159 . Review sects. 58, 80, 91, and 129. What services 
are rendered by banks and insurance companies? Why 
has the dollar depreciated since 1896? What are the 
disadvantages of changes in the value of money? Why was 
silver demonetized? Why was the United States naturally 
a debtor country in the last century? Show the relation of 
the Industrial Revolution and the development of new 
countries to financial crises. Account for the growth and 
temporary decline of free trade. References: Historical 
Outline Mays and Exercises , XX, Population, Occupations, 
and Commerce; and Historical Source Book, No. 25, 
Declaration of Paris. 


THE INDUSTRIAL REVOLUTION 


45 


160 . Review sects. 54, 55, and 101. Why is it possible 
for the earth to support a greatly increased population? 
Show the opposite effects of the inventions upon the size of 
city and country populations. How do gasoline, steam, 
and electricity affect the demand for agricultural land? 
Discuss from the social viewpoint the relative merits of 
large and small holdings. 

161 . Review sects. 57 and 156. Explain the causes of 
the decline of guilds and the growth of trade unions. Trace 
the change in the legal status of unions in Great Britain. 
Compare British and Continental union methods. 

162 . Explain the detrimental effects of the inventions 
upon labor. Criticize the laissez-faire theory as applied to 
labor. Suggest the connection between labor legislation 
and the growth of political democracy. Is the principle 
of old-age and unemployment insurance sound? 

163 . Note the causes and period of the laissez-faire 
movement. What caused the reaction? What three 
phases of this reaction have we studied? Compare Conti¬ 
nental Europe and the Anglo-Saxon countries with regard 
to state ownership. What was the relation of the demo¬ 
cratic movement to the destruction of the old paternalism 
and the creation of the new? Show that the arguments for 
and against public ownership do not apply equally to all 
businesses. 

164 . Review sect. 118. State three basic principles of 
socialism. How does it differ from anarchism? Show the 
historical relation of socialism to the French and Industrial 
Revolutions. From what social class did the three great 
socialists here mentioned spring? How did their ideas 
differ? Why did the Social Democratic Party become so 
strong in Germany? 

165 . What changes have occurred during the last 


46 


HELPS TO STUDY 


hundred and fifty years in (1) the world’s total population, 
(2) its total wealth; (3) its wealth per capita, and (4) the 
distribution of capital. Does the concentration of capital 
retard the common man? How does it affect the problem 
of social stability? Has the lot of the common man been 
improved by the Industrial Revolution? 


CHAPTER XVIII 
Modern Civilization 

166 . Review sect. 157. Is the growing tendency toward 
uniformity of civilization altogether beneficial? Why did 
the French Revolutionists prefer our present style of male 
attire? What effective means are left for the display of 
wealth? Why are artificial languages never widely adopted? 
Why is the English the most likely international language 
of the future? Try to define “the international mind.” 
How does a humanitarian morality differ from the old 
tribal kind of ethics? What manifestation of the former 
are discussed in the remaining sections of this chapter? 

167 . Review sects. 55, 108, 139, 164, and 165. Account 
for the rapid disappearance of slavery in the nineteenth 
century. How do the older and newer penal codes differ 
in principle? Contrast earlier and later conceptions of 
insanity. How old is the American temperance movement? 
Why did the South and West lead in prohibition? What 
characteristics and conditions of contemporary civilization 
are suggested by the Salvation Army, the Red Cross, the 
Y. M. C. A., and Associated Charities? 

168 . Show the influence of the Industrial Revolution on 
the emancipation of women and children. What is the 
Roman Catholic view of marriage and divorce? Are 


MODERN CIVILIZATION 47 

France and adjacent countries typically Catholic in this 
aspect? 

169 . Show how the Reformation, the French Revolu¬ 
tion, and the Industrial Revolution have contributed to the 
formation of the democratic educational ideal. Is uni¬ 
versal secondary education of an academic sort desirable? 
Compare (1) the United States (2) Western Europe, and 

. (3) Eastern Europe with regard to educational conditions 
and programs. 

170 . Review sects. 15, 22, 32, 40, 51, 52, 53,66, 67, 68, 69, 
and 90. Explain the anti-clerical disposition of republi¬ 
canism in Europe and of nationalism everywhere. Is anti¬ 
clericalism tolerant? Study the relation of church and 
state in contemporary Turkey, Mexico, and Italy. Find 
out something of the history and beliefs of the new sects 
mentioned. Why is the historical importance of modern 
missions not to be judged by converts? Show the relation 
of missions to imperialism. 

171 . Review sects. 92 and 162. Review index references 
to “science.” A scientific discovery or idea may (1) in¬ 
crease wealth, (2) improve health, or (3) explain nature, 
and make the world more interesting. Discuss the impor¬ 
tance of the achievements here mentioned from these three 
viewpoints. Which motive seemed most to influence the 
Greeks? Which is probably the dominant one at present? 

172 . Review sects. 27, 61, 62, 91, 93, and 94. Why is it 
no longer necessary to pension writers? Find the deriva¬ 
tion of “science,” “philosophy/’ “sociology,” and “an¬ 
thropology.” Examine books on the last two to find the 
kind of subjects they discuss. How are they related to 
history? Find out something about the life, books, and 
ideas of Tolstoy and Goethe. How does the history of an 
author’s time help one to enjoy his books? 


48 


HELPS TO STUDY 


173. When did the secularization of art begin? Note 
the influence of that tendency in the various arts. Explain 
and illustrate the classical, the romantic, and the realistic 
ideals in art. Show how architecture as it came from the 
Greeks, has been broadened by the Romans, and by me¬ 
dieval and modern peoples. 


CHAPTER XIX 

International Relations, 1871-1914 

174. Review sects. 122 to 127 inclusive, and 135, 137, 
138, and 140. Show how the wars of 1866, 1870, and 1878 
each changed Bismarck’s foreign policy. Was his refusal to 
divide the Hapsburg Empire in 1866 wise? Did he act 
wisely in yielding to the desire to annex Alsace-Lorraine? 
Would it have been wiser to favor Russia rather than 
Austria in 1878? Was his plan feasible to guarantee 
Austria against Russia and at the same time to back 
Russia in the Balkans? Why did Italy join Germany and 
Austria? Was Bismarck’s reliance on Italy justifiable? 
Reference: Readings in Modern European History , chap. 
XXXIII. 

175. Review chap. XIV and sects. 134, 139, and 142 to 
147 inclusive. Note the conditions which made Great 
Britain friendly to Germany and Italy in Bismarck’s time. 
Note the obstacles to Anglo-French and Anglo-Prussian 
rapprochement. What were the difficulties in the way of 
Franco-Russian friendship? Explain the causes for the 
“diplomatic revolution” referred to. Was Germany’s 
charge of an “encirclement policy” on the part of her 
rivals justifiable? Was Bismarck or William II responsible 
for German misfortunes? 


INTERNATIONAL RELATIONS 


49 


176. Review chap. XVI. Account for the great ine¬ 
quality of the two groups of states as regards colonies. 
What hardships did the states of the Triple Alliance suffer 
or anticipate as a result? How did this inequality affect 
the relations between the two groups? 

177. Review sect. 140. Account for the changes in the 
British and German Balkan policies. Why did the British 
and Russians resent German domination of Turkey? 
Why did the French and British feel that they were threat¬ 
ened by the Kaiser’s proclamation of friendship for 
Mohammedans generally? Point out the respective ad¬ 
vantages in the Balkans of Russia and of the Central 
Powers. Show how events in the Balkans from 1903 to 
1914 affected the rivalry between the two groups of powers. 

178. Review sects. 120, 141, and 166. Imagine your¬ 
self by turns a Frenchman, German, Britisher, Austrian, 
Serbian, and Russian in 1913 and express in each case your 
country’s view on preparedness. Note three principal 
factors in the increased cost of defense. Why did the pro¬ 
posal for armament reduction by agreement come from 
Russia? What was the most valuable accomplishment of 
the Hague Conferences? Are international rules about 
weapons and methods of fighting likely to be obeyed? 
Reference: Historical Source Book , No. 28, Peace Circular 
of Nicholas II. 

179. Did the accomplishments and civilization of the 
Germans justify their pride? Do Americans commonly 
believe their own civilization to be superior to that of other 
peoples? What conditions in the early history of Prussia 
account for Prussian militaristic traditions? Does modern 
European history justify the German feeling of insecurity 
before 1914? Reference: Historical Outline Maps and 
Exercises, XXI, Europe in 1914. 


50 


HELPS TO STUDY 


CHAPTER XX 

The World War, 1914-1918 

180. Review sect. 177 and p. 428. What European 
crises have arisen in the Balkan Peninsula? Find out 
whether or not Germany tried to restrain Austria. Did 
Russia believe that Germany did so? Could Germany 
have safely permitted general mobilization of the Russian 
army? How was France involved? Why did Germany 
send troops through Belgium? Why was Belgium bound 
by treaty to oppose the Germans? Could Great Britain 
safely and honorably have remained neutral? Reference: 
Readings in Modern European History, chap. XXXVIII. 

181 and 182. Make a table representing the western and 
eastern fronts by vertical columns and the five years of the 
War each by a horizontal tier. Leave space for a third and 
a fourth column to be filled in later. Show the principal 
events in the proper columns and tiers. Reference: Read¬ 
ings in Modern European History, chap. XXXIX. 

183. Why is it probable that the adhesion of Turkey to 
the Central Powers and the Allies’ failure at the Darda¬ 
nelles greatly prolonged the war? Account for the reluc¬ 
tance of Bulgaria, Rumania, and Greece to take sides. Of 
what value was Bulgaria to Germany? How did the en¬ 
trance of Rumania affect the struggle? How did Italy 
justify her refusal to help her former allies? Show her real 
motives for joining the other side. Compare the terri¬ 
tories controlled by Germany in 1917 with those under 
Napoleon’s power in 1812. To your chronological table 
add columns for Italian and Balkan events. 

184. Show the importance of sea power in the War. 
Why did Japan enter? Did religion or nationality and race 
prove the stronger bond among Mohammedans? Compare 


THE WORLD WAR 


51 


the English and the German violations of international 
law. Were neutral rights respected in either the Napoleonic 
Wars or the World War? Are they likely to be respected 
in a war between several great powers? Add a column to 
your chronological table for events outside Europe. 

185. Review sects. 107 and 152. Give three of Wil¬ 
son’s reasons for neutrality. Compare the conditions of 
1914-1917 with those which twice involved us in the French 
Revolutionary and Napoleonic wars. Are we likely to find 
it easier to remain aloof in the future? Classify our pre¬ 
paratory war measures under four heads. What two im¬ 
portant changes in the conduct of the war were made at the 
insistence of our Government? Insert events in the proper 
columns and tiers of your chronological chart. Reference: 
Readings in Modern European History , chaps. XLI and 
XLII. 

186. Review sect. 139. Compare the circumstances of 
the Russian revolt of 1905-1906 with those of the Revolu¬ 
tion of 1917. Would a “ peace without annexations and in¬ 
demnities” have been better for Europe? Was the Treaty 
of Brest-Litovsk an unjustifiable surrender on the part of 
the Soviet government? Insert events in proper year and 
column of your chronological table. Reference: Readings 
in Modern European History , chap. XL. 

187. Compare the Pope’s proposals, Lloyd George’s 
statement of aims, and Wilson’s “Fourteen Points.” 
Discuss the merits as to substance and expression of each 
point. Reference: Historical Source Book, No. 31, Wil¬ 
son’s Fourteen Points. 

188. Why had the Allies not united their commands 
earlier? At whose insistence did they do so? How did 
Wilson’s peace program help to destroy the fighting power 
of Germany? Enumerate in time order the eight most 


52 


HELPS TO STUDY 


important events of 1918. Insert them in their proper 
places in your chronological table. 

CHAPTER XXI 

The World Settlement, 1919-1920 

189. Review treaties of Westphalia, Utrecht, Vienna, 
Paris (1856), and Berlin. Review the great peace con¬ 
gresses. Show the obligation of the Conference of 1919 to 
adhere to Wilson’s program. Was the exclusion of Ger¬ 
many from the deliberations justifiable? Were the deci¬ 
sions “openly arrived at”? Were open negotiations 
feasible? Are private conference and secret treaties equally 
undesirable? What political motives contributed to the 
defeat of the Versailles Treaty in America? References: 
Historical Outline Maps and Exercises, XXII-a, Europe 
at the Time of the Peace Conference of Paris; Readings 
in Modern European History, chap. XLIII. 

190. Review sect. 127. Examine a copy of the Ver¬ 
sailles Treaty, observing its size and detail. Discuss the 
historical background of the German boundary changes. 
Present the cases for and against the “Danzig Corridor.” 
How was the distribution of the German colonies deter¬ 
mined? Were the reparation terms a fair interpretation of 
the Armistice agreement? Is continued German disarma¬ 
ment conditional upon general disarmament? 

191. Review sect. 138. What states have been made 
wholly out of Austrian territory? What neighboring 
states have profited territorially at the expense of the Dual 
Monarchy? Contrast the treatment of Austria and 
Bulgaria with that of Poland. Were the treaties of St. 
Germain and Neuilly in accord with the “Fourteen 
Points”? 


THE WORLD SETTLEMENT 


53 


192. Review sects. 140 and 183. What possessions of 
Turkey were permanently lost as a result of the war? What 
disposition was made of each? Explain Britain’s interest in 
the former Turkish lands under her control. Note the main 
difficulty of the Zionists. What places and rights were 
recovered by the Turks at Lausanne? What enabled them 
to retain their European foothold? On what former occa¬ 
sions were the Turks similarly favored by circumstances? 
Is nationalism or pan-Islam the more powerful in Turkey? 
Are the two movements harmonious or antagonistic? 

193. Observe on the map the line of new European 
states. Comment on the significance of its location. Ref¬ 
erences: Historical Outline Maps and Exercises , XXII-b, 
Europe after the Peace Conference of Paris, 1919-1920; 
and Historical Source Book, No. 32, Declaration of Inde¬ 
pendence of the Czecho-Slovak Nation. 

194. Review sect. 194. Compare the circumstances 
which attended the founding of the three largest existing 
republics of Europe. Point out three important differences 
between the present republican and the old imperial 
constitutions of Germany. What characteristics of the 
old constitution are retained? Distinguish between the 
branches of post-war Socialists. Why are they so hostile 
toward each other? Why has the Republic had such a 
difficult struggle for life? 

195. Distinguish between the Union of Soviet Socialist 
Republics and the Russian Socialist Federated Soviet 
Republic. Name and locate the constituent parts of the 
former. Account for the decisive defeat of the anti- 
Bolshevists. In what respect are the Bolshevists opposed 
to democracy? Why are the Bolshevists so opposed to the 
League of Nations? What change is taking place in Bol¬ 
shevist economic policy? 


54 


HELPS TO STUDY 


196. Explain “ self-determination.” Note inequalities 
in application of the principle in the Peace of Paris. 
Explain the “ Balkanization of Europe.” Show the 
economic disadvantages of the same. Suggest benefits 
which may result from the economic and military in¬ 
sufficiency of the small new states. Account for the 
violent reaction against the post-war democratic tendency. 
Is it likely to be permanent? Look up the origin and prin¬ 
ciples of Fascism. Account for the predominance of 
France upon the Continent just after the war. Indicate 
the French foreign policy then. How has it changed since 
1924? 


CHAPTER XXII 
The World To-day 

197. Why has warfare grown so much more destructive 
then formerly? Explain the permanent effect of war upon 
the race. In what three ways was the war financed? 
Explain the deflation of currency and its unfortunate con¬ 
sequences. About how long, according to the debt-funding 
agreements, will the Allies continue to pay money to the 
United States government? According to what principles 
were the amounts determined which are to be paid? 

198. Why is it becoming almost impossible to localize 
war? Why is modern. warfare properly described as 
“suicidal”? 

199. Trace the history of the compromise between 
Christianity and war. In what sense was the Protestant 
Reformation an expression of growing nationalism? What 
circumstances gave rise to international law? What 
change has occurred in the scope of international law? 
International law has hitherto assumed absolute sover- 


55 


THE WORLD TO-DAY 

eignty and equality of national states. Is this assumption 
reconcilable with international peace? 

200. How did the Concert of Europe differ from the 
League of Nations? Reference: Historical Source Book, 
No. 29, Final Act of the First Hague Peace Conference. 

201. Describe the organization and work of the League 
Assembly and Council. Show how the structure of the 
Council reconciles the interests of the large and small 
states. Find out how the temporary members are chosen. 
Of what importance is Germany’s entrance? How is the 
Locarno agreement related to the League? Explain the 
provisions for preventing war. Under what circumstances 
may members war upon each other without violating the 
Covenant? Suggest the reason for this provision. Ex¬ 
plain the purposes of the registration of treaties, the manda¬ 
tory system, and the League’s work under the minorities 
treaties. Note three other kinds of international co¬ 
operation under the auspices of the League. Reference: 
Historical Source Book, No. 33, Covenant of the League 
of Nations. 

202. What is the difference between arbitration and 
judicial settlement of disputes? How does the “ World 
Court” differ from the Hague Tribunal? Is either an 
adequate substitute for the other? What is the provision 
regarding compulsory jurisdiction? How can this court 
assist in the development of international law? 

203. Name the nine states represented at the Wash¬ 
ington Conference, the signers of the Four-power Pact, and 
the signers of the Five-power Pact. How was each of 
these three groups determined? Explain five accomplish¬ 
ments of the Washington Conference. What disarmament 
problems remain unsolved? Why is the problem of land 
disarmament so much more difficult than that of naval 


56 


HELPS TO STUDY 


limitations? Make a list of factors to be included in 
determining the relative armament needs of countries. 

204. Show the relation of imperialism to international 
war. Were the colonial transfers made by the Peace of 
Paris, in the interests of permanent peace? Which great 
power besides Germany is inadequately supplied with 
colonies? Comment on its present international attitude 
and behavior. Why is European imperialism likely to 
wane? Note steps in the growth of Japanese and Ameri¬ 
can imperialism. What conditions make these powers 
imperialistic? 


HISTORY OF THE MODERN WORLD 

CHAPTER I 

The Beginnings of History 

1. Why is the introduction of writing among a people 
considered the beginning of its history? How can we know 
something of prehistory? Present the evidence indicating 
the great length of the prehistoric period of human life 
compared to the historic period, and the very gradual 
growth of prehistoric culture. Discuss the importance of 
the total contribution of prehistoric man to civilization. 
Why are we prone to underestimate it? 

2. Locate the original centers of civilization. Note the 
common geographical features which seem to account for 
the origin of civilization in those places. 

3. What region was probably the original home of 
mankind? Define “race.” Indicate the distribution of the 
three primary races at the dawn of history. What principal 
changes have since occurred? Name the three families of 
languages spoken by people of the White Race. To which 
does our language belong? To which does Hebrew belong? 
Indicate the distribution of the three families at the dawn 
of history. 

4. Discuss the historically significant differences be¬ 
tween the geography of Asia and that of Europe. Of the 
original centers of civilization, which ones are in Asia? 
Indicate the distribution of races in Asia. 

5. What regions are included in the Far East? Why 
has the Far East exerted until recently so little influence on 

57 


58 HELPS TO STUDY 

Europe and Western Asia? Which countries have obtained • 
their civilization from China? Account for the stability of 
the old China. Find out something of the teachings of 
Confucius. . Name the two principal racial elements in the 
North Indian population. Explain the probable origin of 
the caste system. Find out something of the basic ideas 
of the two great religions which originated in India. What 
contacts did ancient India have with the countries to the 
west. 

6. What regions are included in the Near East? How 
old is civilization there? Of what importance is that 
civilization for world history? How were the various Near 
Eastern civilizations fused into one? Define: city-state, 
empire, kingdom, tribe. In what order did these forms of 
political societies develop? Name five important economic 
achievements of the Near East. What were its greatest 
religious, moral, and intellectual contributions? Note the 
four principal defects of ancient Near-Eastern civilization. 
Reference: Readings in Early European History, chaps. 

I and II. 


CHAPTER II 
Ancient Times in Europe 

7. Review sects. 3 and 4. Comment on the size of 
Europe relative to its historical importance. What are 
the differences between the conditions which helped to 
originate civilization and those which seem to favor its 
most vigorous growth? Describe and locate the three 
racial types in Europe. Name and locate five European 
branches of the Indo-European language family. Name 
and locate some languages of Europe which are not Indo- 
European. 


ANCIENT TIMES IN EUROPE 


59 


8. What parts of Europe were civilized in ancient times? 
Note the basis of citizenship in Greek city-states. De¬ 
scribe the government of a typical city-state at the dawn of 
Greek history. Define monarchy, aristocracy, tyranny, 
and democracy. Account for the failure of the Greeks to 
unite. Where did they colonize? Why were their colonies 
historically important? References: Historical Outline 
Mays and Exercises, I, Greek Expansion in the Mediterra¬ 
nean; and Readings in Early European History, chaps. Ill 
to VII inclusive. 

9. Locate Athens. Compare Athenian and modern 
democracy. Why did not Athens govern her empire 
democratically? Could the Greeks have united and kept 
their democracy? Was slavery essential to their high 
civilization? Study pictures of Greek sculpture and 
buildings and point out their merits. Compare Greek and 
modern drama. What other kinds of literature flourished 
in Athens? Is it an accident that the most intellectual 
Greek city was also the most commercial and democratic? 
References: Historical Outline Mays and Exercises, II, 
Athenian Empire and the Peloponnesian War; Readings 
in Early European History, chaps. VIII to XI inclusive. 

10. Why were the Greeks unable to defend themselves 
against the Macedonians? Where did the Macedonians 
live? What was the great accomplishment of Alexander 
the Great? How many centuries before Christ did he live? 
What parts of the world were included in his empire? 
What became of it? What is the importance of the 
Alexandrian conquests in the history of civilization? 
Explain the following terms: Graeco-Oriental World, 
Hellenistic cities, cosmopolitanism. Why was Alexandria 
typically Hellenistic? Reference: Readings in Early 
European History, chaps. XII and XIII. 


60 


HELPS TO STUDY 


11. Review sect. 8. Why did history begin later in 
Italy than in Greece? Compare the early constitutional 
history of Italy with that of the Greek cities. How was 
Italy united? In what three ways did Rome unite Italy to 
her? Indicate the extent of the Roman conquests in 
the republican period. How did Rome’s government of the 
provinces differ from her treatment of Italy? Explain the 
causes for the constitutional change in the Roman world 
about a generation before Christ. Why did ancient 
governments tend to become autocratic as they expanded? 
Reference: Readings in Early European History, chaps. 
XIV to XVIII inclusive. 

12. Review sect. 10. Indicate the duration of the regal, 
the republican, and the imperial periods in centuries. 
Compare provincial government during the Republic with 
that during the Empire. Account for the difference. 
Discuss the extent, duration, and basis of the Roman 
power. Note on the map the three civilizations in the 
Empire. Why did the West take more willingly to Roman 
civilization? Account for the steady improvement in 
Roman law. Discuss the historical importance of Roman 
law. What modern languages are derived mainly from the 
Latin? Explain the saying that “captive Greece captured 
her conqueror rude.” References: Historical Outline Maps 
and Exercises, III, Expansion of Rome over the Mediterra¬ 
nean and the Formation of the Roman Empire; and 
Readings in Early European History, chaps. XIX to XXII 
inclusive. 

13. When did the Roman Empire decline? In what two 
ways is the expression “fall of Rome” misleading? State 
the external and internal causes for the “fall.” Describe 
the religious situation in the Empire at the beginning 
of the Christian era. 


MEDIEVAL TIMES IN EUROPE 


61 


14. Review pp. 21-22 and sects. 10 and 12. Where and 
in what period of history did Christianity arise? Show the 
relation of Christianity to Judaism. About how long did 
it take Christianity to become the chief religion of the 
Empire? What conditions favored its spread? Why did 
the imperial government persecute the Christians? What 
was the effect of the persecutions on the progress of the 
faith? 

15. In what stage of development were the Germans 
in the fourth century? Did their cultural development 
indicate a native inferiority as compared with Romans, 
Greeks, and Jews? Discuss the fundamental cause of the 
invasions. Why were the Frankish and Anglo-Saxon 
kingdoms more lasting than other German kingdoms on 
Roman soil? What was the immediate effect of the in¬ 
vasions upon civilization? Was the ultimate net effect 
detrimental or beneficial? Reference: Readings in Early 
European History , chap. XXIII. 


CHAPTER III 
Medieval Times in Europe 

16. Why does the term “medieval” apply only to 
Western Europe? What events mark the beginning and 
end of the Middle Ages? Compare the early and later 
Middle Ages. When did Charlemagne and Otto I live? 
Show the effect upon Germany and Italy of the effort to 
keep alive the imperial tradition. Where did the North¬ 
men come from? What countries did they invade and 
colonize? What was the effect of their invasions? Refer¬ 
ences: Historical Outline Maps and Exercises, IV, Re¬ 
vival of the Roman Empire in the West; and Readings in 


62 


HELPS TO STUDY 


Early European History, chaps. XXIV and XXV and 
XXIX to XXXII inclusive. 

17 . Explain the fundamental cause of the rise of 
feudalism. Describe the feudal system of land tenure. In 
what three different ways did the relationship of lord and 
vassal originate? What is the significance of the map on 
page 77? What can be said for and against feudalism as a 
system of government? Why are castles and armored 
horsemen appropriate symbols of the feudal system? How 
was private warfare abolished? Distinguish between 
knighthood and chivalry. Discuss the ideals and the 
shortcomings of chivalry. 

18 . Review sect. 14. Why does the Church deserve 
special consideration in medieval history? Note the two 
great unifying forces in medieval Europe (pp. 71-72). 
How did the Pope’s temporal sovereignty about Rome 
strengthen his universal spiritual leadership? Trace the 
development of monasticism. Describe the life of the 
Benedictine monks. Show the importance of monasticism 
in the history of civilization. How did the friars differ 
from the earlier monks? Discuss the work of the church in 
the interest of peace, charity, freedom, and democracy. 
Reference: Readings in Early European History, chaps. 
XXVI to XXVIII inclusive and XXXIII to XXXVI 
inclusive. 

19 . Review sect. 17. Carefully describe the manorial 
system of land tenure and use. Discuss its advantages and 
disadvantages. What is meant by the self-sufficiency of a 
medieval village? How did it influence the life of peasants? 
Explain the difference between slaves, serfs, and free 
peasants. Account for the origin and decline of serfdom. 

20 . Account for the decline of cities at the beginning of 
the Middle Ages. What caused the civic revival in the 


MEDIEVAL TIMES IN EUROPE 


63 


later Middle Ages? How did the cities secure their inde¬ 
pendence of the feudal nobles? How did the cities of Italy 
and Germany^ differ in political condition from those of 
England, France, and Spain? Discuss the purpose and 
activities of the guilds. What can you say for and against 
the medieval attitude toward competition? Criticize the 
medieval doctrine of the wrongfulness of interest-taking. 
What are the historic causes of anti-Jewish prejudice? 

21 . Review sect. 17. What national states became well 
developed in the Middle Ages? What prevented the 
growth of national states in Italy and Germany? In 
southeastern Europe? In eastern Europe? (pp. 72-73.) 
What two important processes were going on in Spain 
throughout the Middle Ages? Explain the attitudes of the 
following elements toward each other: (1) king, (2) feudal 
nobles, (3) cities, (4) Church. What valuable service wasJf- 
rendered by monarchy during the Middle Ages? Refer¬ 
ences: Historical Source Book, No. 1, The Great Charter, 
and No. 2, Confirmation of the Charters; and Readings 
in Early European History, chaps. XXXVII to XXXIX 
inclusive. 

22 . Review sects. 15 and 20. Account for the decline 
and revival of culture in the Middle Ages. State the 
problem of the Gothic cathedral builders and show how 
they solved it. Why was medieval education controlled by 
the clergy? Show how the guilds influenced university 
organization. Account for the medieval use of Latin for 
writing and of local dialects in daily speech. What condi¬ 
tions of the later Middle Ages favored the substitution of 
national languages for both? Name five Romanic and 
five Teutonic languages. Show the position of English 
relative to both linguistic families. Reference: Readings 
in Early European History, chaps. XL and XLL 


64 


HELPS TO STUDY 


CHAPTER IV 

The Transition to the Modern World 

23. Review sects. 9 and 12. To what period does the 
name “Renaissance” apply? Why is it so called? Ac¬ 
count for the origin of the Renaissance in Italy. Show 
the special importance of each of the three humanists here 
mentioned. Show how the Renaissance at first hindered 
and later encouraged the use of the national vernaculars 
for literature. Reference: Readings in Early European 
History, chaps. XLII and XLIII. 

24. Explain the change in scientific method. Show how 
Copernicus diminished man’s sense of his own importance. 
Show how Galileo confirmed and Kepler elaborated the 
Copernican theory. How does this section illustrate the 
international character of science? Show how three 
Renaissance inventions affected world history. 

25. Use questions and references for sect. 63 of World 
History. 

26. Indicate in a general way the extent of the Spanish 
and Portuguese colonial empires. In which regions do the 
Spanish and the Portuguese language and customs still 
prevail. Characterize the colonial policies of these two 
countries and show why they were unwise. Note the part 
played by Italians in exploration. Why did not Italy 
send out expeditions in her own behalf? Why did the 
English and French so long ignore the Americas? Comment 
on “the fortunate errors” of the explorers and early 
geographers. Reference: Historical Outline Maps and 
Exercises, V, Portuguese and Spanish Colonial Empires. 

27. Systematically outline the effects of the discoveries 
upon Europe. 


THE MODERN WORLD 


65 


28 . Review sects. 14, 18, 21, and 23. What was the 
Reformation? In which half century did it occur? Why 
were the Church and extreme nationalism naturally in 
conflict? Note and illustrate the selfish causes of the 
Reformation. Show why the Reformation was both a 
reaction against the Renaissance and a continuation of it. 
Be able to tell a connected story of the career of Luther. 
Why has Protestantism divided into more and more sects? 
In what countries did Protestantism become dominant? 
Indicate the extent of the three principal early branches of 
Protestantism. How did these branches differ? Note 
six methods used by the Catholics to counteract the 
Reformation. Reference: Readings in Early European 
History , chap. XLVI. 

29 . Note approximately the period of the religious wars. 
What countries were ruled by the Hapsburg family at its 
height? Show how Hapsburg interests were a principal 
issue in most of the religious wars. What countries did 
most to check Hapsburg domination of Europe? Did 
national or religious interests determine French conduct in 
the Thirty Years’ War? Compare the Peace of Augsburg, 
the Edict of Nantes, and the religious terms of the Peace 
of Westphalia. Note the territorial readjustments made at 
Westphalia. How did the Thirty Years’ War affect the 
power of the emperor in Germany? Reference: Readings 
in Early European History , chap. XLVII. 

30 . What were the four European regions in 1648? 
Account for the divided condition of Central Europe and 
the backwardness of Eastern Europe. How did the Refor¬ 
mation influence political theory? Reference: Historical 
Outline Maps and Exercises , VI, Europe at the End of the 
Thirty Years’ War. 


66 


HELPS TO STUDY 


CHAPTER V 

Constitutional Monarchy in England, 
1603-1714 

31 . Note the century of Stuart reigns. How old was the 
English parliament in 1603? How had recent kings dealt 
with it? Why was James Fs position difficult? What 
were the Puritan ideas on morals, government, church 
service, and church organization? Why did the king 
oppose Puritanism? Account for Charles Ps break with 
Parliament. Was the Petition of Right meant to protect 
the power of Parliament or individual rights? Note the 
causes for the “great migration” to New England. How 
was the period of “personal rule” ended? What colonies 
had England planted in America? Reference: Historical 
Source Book, No. 4, Petition of Right. 

32 . Give a graphic account of Charles Fs visit to the 
Commons. Show its importance. Note the time of the 
Puritan Revolution and contemporary events on the Con¬ 
tinent. Account for the victory of the Parliamentarians. 
How did the Presbyterians and Independents after Naseby 
differ in political aims? How was the controversy settled? 
Why did Englishmen show so little respect for author¬ 
ity? Discuss the justice and wisdom of the execution of 
Charles. Reference: Readings in Modern European His¬ 
tory, chap. I. 

33 . What was the real weakness of the Commonwealth? 
Why did not Cromwell punish Scotland as he did Ireland? 
Of what historical importance was his treatment of the 
Irish? In what two respects did the “ Rump ” not represent 
the people? Account for Cromwell’s failure to have a new 
parliament elected in the regular manner. How did the 


CONSTITUTIONAL MONARCHY 


67 


constitution of the Protectorate differ from that of the 
Commonwealth? When and how was the period of irregu¬ 
lar government brought to an end? How long had it 
lasted? References: Historical Source Book, No. 6, Instru¬ 
ment of Government; and Readings in Modern European 
History, chap. II. 

34. What does the Restoration period stand for in 
morals, religion, and politics? Suggest the relation be¬ 
tween frequent parliaments and the origin of political 
parties. How did the parties differ? Explain the use of 
the writ of Habeas Corpus. Show how James II tried to ac¬ 
complish a worthy end in an unworthy manner. How was 
the Revolution of 1688 related to the Puritan Revolution? 
Find the provisions in our federal Constitution taken from 
the Bill of Rights. Defend the suspending and the pardon¬ 
ing powers. Show that the Toleration Act was a compro¬ 
mise rather than a recognition of principle. References: 
Historical Source Book, No. 7, Habeas Corpus Act, and No. 
8, Bill of Rights; and Readings in Modern European 
History, chap. III. 

35. Show how the Act of Settlement was a victory for 
parliamentary supremacy and also for nationalism. Note 
two steps in Anglo-Scotch union. Distinguish between 
England and Great Britain. References: Historical 
Source Book, No. 9, Act of Settlement. 

36. Review sect. 24. Note the outstanding differences 
between life in the seventeenth century and that of to-day. 
What important changes were then occurring? Review 
the scientific achievements of the Renaissance and add 
those of the seventeenth century. Reference: Readings in 
Modern European History, chaps. IV and XV. 


68 


HELPS TO STUDY 


CHAPTER VI 

Absolute Monarchy in France, 1610-1715 

37. Review pp. 151-152 and sects. 31, 32, and 33. 
Compare the constitutional development of France in the 
seventeenth century with that of England. Which was 
more in line with the tendency of the time? What English 
sovereigns ruled during the reign of Louis XIV? How do 
the expressions “lam the State” and “the trade of king” 
illustrate Louis’s conception of monarchy? What in your 
opinion was Louis’s motive in developing the magnificent 
court at Versailles? What change do you observe in the 
attitude of the nobility toward the monarchy? Reference: 
Readings in Modern European History, chaps. V and VI. 

38. Review pp. 144 to 151 inclusive and sect. 34. What 
was the aim of Louis XIV’s first three wars? To what 
extent did he succeed? Look up Louis’s conduct in the 
Rhine valley and note the beginning of the Franco- 
German feud. Why did the Netherlands lead in forming 
anti-French coalitions? Why was William willing to as¬ 
sume the responsibility of the English throne in 1688? 

39. Review sect. 35. Explain the occasion and the 
causes of the War of the Spanish Succession. Fix in mind 
the time relative to other events studied. Compare the 
treatment of the Bourbons at Utrecht with that of the 
Hapsburgs at Westphalia. How long was the interval 
between the two settlements? What is the significance 
of the gains by the Houses of Savoy and Hohenzollern? 
Show the significance of England’s gains. What lasting 
effect did Louis’s wars have on (a) the foreign relations of 
France and (5) her domestic affairs? Reference: Historical 
Outline Maps and Exercises, VII, Europe after the Peace of 
Utrecht (1713). 


EUROPEAN BALANCE OF POWER 


69 


40. Review sect. 36. Mention five principles of Col¬ 
bert’s policy. What are the advantages of a budget system. 
Look up the history of the French in America during Louis 
XIV’s reign. Did Louis XIV deserve any credit for Col¬ 
bert’s reforms? Review the origin of the Edict of Nantes 
and note its duration. How did its revocation injure 
France? Does a comparison of seventeenth-century 
France and England indicate the dependence of intel¬ 
lectual progress on any particular type of government? 

CHAPTER VII 

The European Balance of Power, 1715-1789 

41. What two great events bound the period of this 
chapter? 

42. Indicate the race, racial relations, and religion of 
the Russians. From what people did Russia get its dy¬ 
nasty and ruling class? Note three ties between Europe 
and Russia. Account for the backwardness of Russia. 
What was happening elsewhere during the Mongol occupa¬ 
tion? Mention some contemporaries of Ivan the Great. 
Discuss the causes of Russia’s rapid expansion. Compare 
as to time, circumstances, and extent, the eastward ex¬ 
pansion of Russia with the westward movement of Anglo- 
Saxon America. 

43. Note the contemporaries of Peter the Great. What 
was Peter’s principal object? By what methods did he try 
to achieve it? What was the weakness of his methods? 

44. Review pp. 73—75. What part had Scandinavia 
played in the history of the ninth and tenth centuries? 
What part had Sweden taken in European affairs during 
the seventeenth century? Indicate the extent of Sweden’s 
empire at the height of her power. How can you remember 


70 


HELPS TO STUDY 


when Charles XII ruled? What was the cause of his fall? 
Of what importance was his defeat for Russia? 

45. For what two important achievements is the reign 
of Catherine II notable? (See also sect. 49.) Where was 
the first known home of the Turks? With what historical 
events is their migration into the Near East related? How 
long ago did they enter Europe? Indicate the extent of 
their empire at its height. How long has their empire been 
declining? Why were the Russians their natural enemies? 
What is the Eastern Question? Reference: Readings in 
Modern European History, chap. IX. 

46. Use questions and references for sect. 77 of World 
History . 

47. Locate the two main nuclei of the Prussian kingdom. 
Account for the present mutual dislike of Germans and 
West Slavs. Discuss the origin of Brandenburg and 
Prussia. Note the origin of the “Polish Corridor.” When 
and how were Brandenburg and Prussia united? What 
circumstances permitted the Elector to become King? 
What good and bad qualities are suggested by “Prussian- 
ism”? What conditions gave rise to Prussian ideals? 
Discuss the significance of the map facing p. 214. 

48. With which of his contemporaries whom we have 
studied did Frederick have important dealings? What 
part of Frederick’s reign was taken up by war? What was 
the cause of his wars? Judging from the map, of what im¬ 
portance was Silesia to Prussia? Account for the sides 
taken by the English and the French in both wars. Note 
the scope of these wars (pp. 234, 235, and 260). Discuss the 
historical significance of Frederick’s wars. Reference: Read¬ 
ings in Modern European History, chaps. VII and VIII. 

49. Use questions and references for sect. 79 of World 
History. 


COMMERCE AND COLONIES 


71 


50 . Review chap. V. How long has the House of Han¬ 
over reigned? What circumstances brought it to the 
throne? How did these circumstances determine the 
conduct of the first two Hanoverian kings? What con¬ 
ditions produced the cabinet system? Show how it puts 
the executive power into the hands of Parliament. When 
had Parliament secured complete control of legislation? 
Account for the weakness of the Tories and the corrup¬ 
tion of the Whigs. What was Pitt’s great service for 
England? How was the American Revolution related to 
the political situation in Great Britain? Of what constitu¬ 
tional benefit to Britain was the American victory? Ref¬ 
erence: Readings in Modern European History , chap. XVI. 

CHAPTER VIII 

Commerce and Colonies During the Seven¬ 
teenth and Eighteenth Centuries 

51 . Review sects. 26 and 27. Use questions and refer¬ 
ences for sect. 80 of World History. 

52 . Review pp. 144-146 and sects. 38 and 39. Use 
questions and references for sect. 81 of World History. 

53 . Review sect. 48. Use questions and references for 
sect. 82 of World History. 

54 and 55 . Review chap. V. Find various causes for the 
lateness of English colonization. What conditions favored 
English colonization during the seventeenth century? 
Note the colonies planted (1) before the Great Civil War, 
(2) during the Restoration period, and (3) during the 
Hanoverian period. What colonies were acquired from 
other countries? Note the types of colonial government. 
What type tended to replace the others? Reference: 
Readings in Modern European History , chap. XI. 


72 


HELPS TO STUDY 


56. Enumerate the more important cultural elements 
that passed from England to the English colonies in 
America. Reference: Readings in Modern European 
History, chap. XII. 

57. Review sect. 19. Compare the New England, 
Middle, and Southern colonies with regard to population, 
economic, social life, religion, education, and political 
institutions. (See sects. 54 and 58 inclusive.) 

58. Name five important contributions of England to 
the political institutions and ideas of America. Account 
for the broader suffrage in the colonies. Did the condi¬ 
tions which produced the bicameral parliament prevail in 
the colonies? Account for the sectionalism among the 
colonies. Note the unifying factors. Reference: Historical 
Source Book, No. 5, New England Confederation. 

59. Review chap. VI. Compare the periods of French 
and English colonization. What regions were explored by 
the two greatest French explorers? Point out the most 
significant differences between the French and English 
colonies. Reference: Historical Outline Maps and Exer¬ 
cises, X, Colonial Empires in the Eighteenth Century. 

60. Review sect 48. How did the Revolution of 1688 
affect (a) English foreign policy and (6) colonial American 
history? Note the longest interval of peace in the series 
of Anglo-French wars. What was the fundamental cause 
of English victory? What territory did Great Britain 
acquire by the Treaties of Utrecht (1713) and Paris (1763)? 
What other important transfer of American territory was 
made by the latter treaty? 

61. Review sects. 26, 51, and 59. Use questions and 
references for sect. 84 of World History. 

62. Use questions and references for sect. 85 of World 
History. 


THE FRENCH REVOLUTION 73 

63. Review sect. 25. Use questions and references for 
sect. 86 of World History. 

CHAPTER IX 
The Old Regime in Europe 

64. Review sects. 23 and 28. Read chapter IX as a 
whole before studying it by sections. Note that it consists 
of two parts, the second beginning with section 68. State 
the purpose of each part. What was the “Old Regime”? 
How did it differ from the regime which preceded it? 
(Sect. 17.) 

65. Review sects. 17 and 18. Use questions and refer¬ 
ences for sect. 88 of World History. 

66. Review sects. 19 and 20. Use questions and refer¬ 
ences for sect. 89 of World History. 

67. Review sect. 28. Use questions and references for 
sect. 90 of World History. 

68. Review sect. 51. Use questions and references for 
sect. 91 of World History. 

69. Review sects. 24 and 36. Use questions and refer¬ 
ences for sect. 93 of World History. 

70. Review sect. 40. Use questions and references for 
sect. 94 of World History. 

71. Review sects. 45 and 48. Use questions and refer¬ 
ences for sect. 95 of World History. 

CHAPTER X 

The French Revolution, 1789-1799 

72. Review chaps. V and VI and sects. 60 and 61. Note 
the period of the French Revolution as a whole. How does 
the content of this section enable you to fix the time in 


74 


HELPS TO STUDY 


mind? Why did the revolt against absolutism begin in 
France? Show the influence of two foreign countries upon 
the revolutionary movement in France. What had Louis 
XV to do with bringing on the French Revolution, which 
began fifteen years after his death? 

73. Review sect. 68. Compare Louis XIV, Louis XV, 
and Louis XVI. How did the character of Louis XVI and 
of Marie Antoinette influence history? Mention four 
reforms which Turgot planned. Show the influence of 
Turgot’s physiocratic ideas upon his policy. What was the 
significance of his fall? Show the twofold relation of the 
American Revolution to the French Revolution. What 
caused the calling of the Estates-General? Reference: 
Readings in Modern European History, chap. XX, France 
on the Eve of the Revolution. 

74. Review sects. 65 and 66. Use questions and refer¬ 
ences for sect. 97 of World History. 

75. Use questions and references for sect. 98 of World 
History. 

76. Use questions and references for sect. 99 of World 
History. 

77. Use questions and references for sect. 100 of World 
History. 

78. Use questions and references for sect. 101 of World 
History. 

79. Use questions and references for sect. 102 of World 
History. 

80. What two ideals were covered by the word “ liberty ” 
in the French Revolutionary slogans? Does popular 
sovereignty necessarily imply individual liberty, or vice 
versa ? What did the French Revolutionists mean by 
“equality”? Which is the older ideal, “equality before 
the law,” or “equality of opportunity”? Are they equally 


RECONSTRUCTION AND REACTION 75 


desirable? What was meant by “fraternity”? How may 
the ideal of “fraternity” be enlarged? 

CHAPTER XI 

Napoleon Bonaparte, 1799-1815 

81. Use questions for sect. 103 of World History. Ref¬ 
erence for sects. 81 to 88 inclusive: Readings in Modern 
European History , chaps. XXIII, XXIV, and XXV. 

82. Use questions for sect. 104 of World History. 

83. Use questions for sect. 105 of World History. 

84. Use questions and references for sect. 106 of World 
History. 

85. Use questions for sect. 107 of World History. 

86. Use questions for sect. 108 of World History. 

87. Use questions for sect. 109 of World History. 

88. Review sect. 80. Use questions for sect. 110 of 
World History. 


CHAPTER XII 

Reconstruction and Reaction, 1815-1830 

89. Use questions and references for sect. 112 of World 
History. 

90. Use questions and references for sect. 113 of World 
History. 

91. Review pp. 150, 187, 188, 219, and 220. Use 
questions and references for sect. 114 of World History. 

92. What ideas and methods were expressed by Met- 
ternichismust (See also sect. 92.) Would Metternich have 
opposed the German nationalist movement if it had not 
been associated with liberalism? What conditions made 
Metiernichismus feasible? What forces undermined it? 


76 


HELPS TO STUDY 


(Sect. 168.) Did Metternich possess the qualities of a 
first-rate statesman? 

93. Note the two purposes of the Concert of Europe. 
Which of these would now be considered inappropriate for 
an international organization? Were the small states 
represented? Name six defects of the Concert. In what 
instances was the doctrine of intervention successfully 
applied? Trace the history of the first three breaches in 
the Concert. Show the importance of one of them in our 
own history. Reference: Historical Source Book , No. 21, 
Monroe Doctrine. 


CHAPTER XIII 

The Democratic Movement in Europe, 
1830-1848 

94. Use questions and references for sect. Ill of World 
History. 

95. Review sect. 90. Use questions and references for 
sect. 116 of World History. 

96. Review sects. 91, 92, and 93. Use questions and 
references for sect. 117 of World History. 

97. Review sect. 95. Use questions and references for 
sect. 118 of World History. 

98. Review sects. 92 and 96. What five of the Hapsburg 
lands revolted in 1848-1849? Compare the revolt in Ger¬ 
man Austria with the other uprisings. What caused the 
failure of the one in Bohemia? How did that failure affect 
the fortunes of the other revolutions? Trace the history of 
the Hungarian revolt. Give two causes for its failure. 
Account for the failure of the Roman Republic and of the 
effort of Sardinia to free Italy. 

99. What were the two aims of the Revolution of 1848 


NATIONAL MOVEMENT 


77 


in Germany? What did the Prussian Liberals gain? How 
did the Frankfort Assembly differ from the Diet of the 
Confederation? Give an account of three efforts to unite 
Germany and of the outcome in each case. Discuss the 
mid-century German migration to the upper Mississippi 
Valley, and its effect on American history. 


CHAPTER XIV 

The National Movement in Europe, 

1848-1871 

100. Review sects. 17, 21, and 94. Use questions and 
references for sect. 120 of World History. 

101 and 102. Review sects. 79, 81, 82, 83, and 97, and 
chap. XI. Use questions and references for sect. 121 of 
World History. 

103. Review sects. 11, 12, 13, 23, 25, 79, 84, 90, 91, 93, 
96, and 98. Use questions and references for sect. 122 of 
World History. 

104. Use questions and references for sect. 123 of World 
History. 

105. Use questions and references for sect. 124 of World 
History. 

106. Review sects. 28, 29, 30, 46, 47, 48, 84, 86, 92, and 
99. Use questions and references for sect. 125 of World 
History. 

107. Use questions and references to sect. 126 for World 
History. 

108. Use questions and references to sect. 127 for World 
History. 


78 


HELPS TO STUDY 


CHAPTER XV 

The United Kingdom and the British 
Empire 

109. Name seven geographical advantages of Great 
Britain. What change has occurred in the relative im¬ 
portance of the two sections of England? Contrast the 
people of the two sections with regard to traditions and 
politics. Compare the two sections of Scotland. What is 
included in “Great Britain”? Note two steps in the union 
of the two countries. How long was Ireland united with 
Great Britain? Compare the attitude of the Irish toward 
the union with that of the Scotch and Welsh. 

110 . Review sects. 50 and 61. What were the causes of 
the long Tory rule? Explain four undemocratic features of 
the English government in the early nineteenth century. 
Tell the story of the struggle ending in the Reform Act of 
1832 and show how it illustrates the working of the British 
system of government. Note two important provisions of 
the Reform Act. 

111 . Note the effects of the First Reform Act on parties 
and policies. Name six reforms made between the First 
and Second Reform Acts. Why was England so little 
affected by the mid-century revolutions? How did the 
American Civil War affect English politics? Show how 
Gladstone and Disraeli changed sides and remained oppo¬ 
nents. Tell the story of the Second Reform Act. Associate 
it with contemporary events in Canada, Germany, and 
Japan. What class was benefited? References: Historical 
Source Book, No. 22, Chartist Movement; and Readings 
in Modern European History, sects. 158, Disraeli, and 159, 
Gladstone. 


THIRD FRENCH REPUBLIC 79 

112. Use questions and references for sect. 130 of World 
History. 

113. Use questions and references for sect. 131 of World 
History. 

114. Use questions and references for sect. 132 of World 
History. 

115. Review sects. 53 to 61 inclusive, 63, and 91. How 
do you account for Britain’s continued victory in the 
struggle for colonies? Summarize her achievements and 
losses in each of the periods mentioned. 

116. Note two effects of the scattered character of the 
Empire upon British policy. Compare the number of 
English-speaking people in (1) the United States, (2) the 
British Isles, and (3) other parts of the Empire. Classify 
the parts of the Empire with regard to their constitutional 
relation to Great Britain. Name and locate the self- 
governing dominions. What have their population and 
geography to do with their favored status? Note their 
common constitutional features. Which dominion has the 
greatest prospects for growth? Reference: Historical 
Source Book, No. 23, Durham Report. 

117. Trace the decline and revival of British imperial¬ 
ism. Is it likely to decline again? What changes have 
taken place in the constitution of the Empire since the war? 
Suggest possible effects upon the Empire of separate 
representation of the Dominions in the League of Nations. 
Reference: Historical Outline Mays and Exercises, XV, 
Expansion and Organization of the British Empire. 

CHAPTER XVI 
The Third French Republic 

118. Point out seven natural advantages of France. 


80 


HELPS TO STUDY 


Show the cause and the international significance of the 
declining birth rate of France. Suggest possible causes for 
the comparatively slight industrial development of France. 
Give two causes for the prevalence of small and holdings. 
Mention four traits of French national character. 

119. Review sect. 108. What international event 
caused the fall of the Second French Empire? Why did the 
people elect so many monarchists to the Assembly? Why 
were the Communards federalists, whereas the equally 
radical Jacobins of 1793 had stood for centralization? Why 
did a monarchist assembly form a republican constitution? 
Trace the growth of republican control of government. 
What was the work of Thiers and Gambetta? Account for 
the monarchist tendencies of the army and clergy. What 
is the present relation of church and state in France? 
Reference: Readings in Modern European History, chap. 
XXXII. 

120. Review sects. 53, 59, 60, and 61. How old is the 
Third Republic? Why has it lasted so much longer than 
the other republics? Review the earlier constitutions of 
France. In what respect is the Chamber more important 
than the Senate? What is meant by the “Right,” the 
“Left,” and the “Center” of a European legislative body? 
Explain the cause of the frequent cabinet changes in France. 
What two considerations diminish the importance of the 
frequent ministerial crises? 

121. In what two world regions are the most extensive 
French colonies located? Compare the value of the colo¬ 
nies which France lost with that of the present ones. Why 
are there no “self-governing dominions” among the 
French colonies? 


ITALY, SPAIN, AND MINOR COUNTRIES 81 
CHAPTER XVII 

Italy, Spain, and the Minor Countries of 
Western Europe 

122 . Review sects. 103, 104, and 105. Compare the 
Italian form of government with that of France. What 
changes have been made by the Fascisti? What is the 
cause of the hostility between the church and state in 
Italy? Why is the Pope called the “prisoner of the Vati¬ 
can”? Why did the Italian emigrants go to the Americas 
rather than to their own colonies? 

123 . Review sects. 25, 26, 29, 39, 86, and 93. Contrast 
the nineteenth-century history of Spain with that of Italy 
as regards (a) internal politics and (6) colonies. 

124 . Compare Portuguese and Spanish history during 
the last century. Where are Portugal’s most extensive 
colonies? How do the colonies lost by Spain and Portugal 
differ significantly from those retained? 

125 . What conditions have favored the composite 
(federal or confederate) form of state in Switzerland? In 
what respects does the constitution of Switzerland re¬ 
semble that of the United States? Why have the Swiss 
been able to retain the mass-meeting type of direct democ¬ 
racy? How have they reconciled direct democracy with 
great increase in number of voters? What light is thrown 
by a study of the Swiss nation upon the nature of nation¬ 
ality? 

126 . Review index references to “ Spanish Netherlands ” 
and “ Austrian Netherlands.” Has language or has religion 
determined the boundary between Belgium and the 
Netherlands? In what respect is plural voting a compro¬ 
mise? Explain Belgium’s contribution to the machinery of 
democracy. Show how the ignoring of minorities in 


82 


HELPS TO STUDY 


districts may result in minority rule in the country? 
Where is Belgium’s colony? 

127 . Review index references to “Holland.” In what 
two parts of the world are the Dutch colonies? Why is 
Holland able to hold such large colonies? Contrast the 
colonies lost and those retained. 

128 . Review pp. 73 and 74 and sect. 44. Discuss the 
bearing of the cases of Switzerland, Belgium, and Scandi¬ 
navia on the problem of the nature of nationality. Trace 
Danish territorial losses from 1524 to 1918. Trace Swedish 
territorial gains and losses. (See index references.) 

CHAPTER XVIII 

The German Empire and the Dual Monarchy 

129 . Review sects. 106, 107, and 108. What were the 
historical and geographical causes for the militarization of 
Germany? Contrast the lands and peoples of the two 
parts of Germany. Locate the three “submerged nation¬ 
alities” and relate the circumstances for the inclusion of 
each in the Empire. Point out three Prussian ideals of 
character and society. What induced other Germans to 
accept them? 

130 . Why was a federal system suited to Germany? 
Compare the position of Emperor with that of the titular 
heads of Great Britain, France, and the United States. 
Point out four differences between the two houses of Par¬ 
liament. Compare the German parliament with the 
legislatures of the other great powers. How did the chan¬ 
cellorship differ from the office of prime minister in other 
countries? Show how the kaiser could prevent amendment 
of the constitution. Point out the undemocratic features 
of the Prussian (as distinguished from the German) con- 


RUSSIA 


83 


stitution. Why did the Germans, a progressive and highly 
civilized people, endure their political system? 

131. Briefly characterize Bismarck’s policy after 1870. 
Why was Bismarck naturally hostile to both Socialists and 
Catholics? What was the outcome of his struggle with 
both? Why did Bismarck resign? How did the later 
chancellors differ from Bismarck? 

132. Why did Germany fail to acquire a colonial empire 
commensurable with her importance? What was Bis¬ 
marck’s original attitude toward colonies? What three 
considerations obliged him to change his mind? Name and 
locate the four German colonies in Africa. Comment on 
their value. 

133. Review index references to “ Austria. How did 
the unification of Germany and of Italy affect Austria? 
What events made it necessary to reorganize the Empire? 
Why did the Ausgleich deserve to be called a makeshift? 

134. Why has Austria-Hungary rightly been called a 
“Tower of Babel”? Note four racial elements in the 
Empire, each of which was closely related to the dominant 
element in a neighboring state. Name a nationality h 1 th e 
Dual Empire which was also a “submerged nationality” in 
two other states. Which nationalities were wholly confined 
to the Empire? Account for the endurance of Austria- 
Hungary in spite of the difficulties noted in the last two 
sections. 


CHAPTER XIX 
Russia 

135. Review sects. 42, 43, 45, and 49. Compare pre¬ 
war Russia with the remainder of Europe as to area and 
population. Name and locate three branches of the Rus- 


84 HELPS TO STUDY 

sian people. What other countries contained large numbers 
of Slavs? 

136. Name and locate the non-Russian peoples in pre¬ 
war Russia. Where possible, point out (1) race, (2) reli¬ 
gion, and (3) former political affiliation of each. 

137. Why are the reigns and personalities of sovereigns 
important in Russian history? Does the usefulness of the 
“divine-right” dogma depend upon its truth? 

138. Compare Nicholas I with Alexander I. 

139. How far apart in time were the emancipation of the 
American negro slaves and the freeing of Russian serfs? 
Was there any common cause for these two events? 
Discuss the propriety of the name nihilism. In what 
respect is nihilism not “historically minded”? Note three 
stages in nihilists’ propaganda. Reference: Readings in 
Modern European History, chap. XXXV, Russia Before the 
Revolution. 

140. For what three tendencies was Alexander Ill’s 
reign notable? Show the political significance of the 
industrialization of Russia. 

141. Show how foreign relations affected domestic 
affairs during Nicholas II’s reign. (Read sect. 205 also.) 

CHAPTER XX 

Turkey and the Balkan States 

142. Review sects. 8, 9, and 10. Point out the discrep¬ 
ancies between the race, language, religion, and political 
boundaries in the Balkans. Compare the cultural condi¬ 
tions of the Near East in ancient and medieval times with 
that of Western Europe. Account for the present back¬ 
wardness of the Balkans. 

143. Review sect. 45. How many centuries have the 


TURKEY AND THE BALKANS 


85 


Turks been in Europe? Indicate the extent of their empire 
at its height. Contrast the nominal and the actual in 
Turkish central and provincial government during the 
nineteenth century. Describe the condition of the native 
Christian population. How did the disintegration of 
Turkey before 1800 differ from that which followed? 

144. How does Montenegrin history differ from the 
history of other Balkan states? Note five main steps in the 
history of Serbia. With what European event is Serbian 
independence connected? (P. 582.) Where were the 
Serbian “unredeemed’’ provinces in 1914? 

145. Review sect. 83. National sentiment thrives on 
glorious memories. Apply the dictum to the Montene¬ 
grins, Serbs, and Greeks. Note three agencies which 
developed Greek nationalism. How was the winning of the 
Greek independence related to larger European politics? 
What was pan-Hellenism? Comment on the motives of the 
two outside powers who most encouraged it. 

146. Review sect. 104. For what three reasons was 
Russia especially interested in the Balkans? Explain the 
alignment of powers. Give five terms of the Treaty of 
Paris. 

147. What three Balkan peoples revolted in the early 
nineteenth century? What is the significance of the name 
“Rumania”? Why is it misleading? Why were the Ru¬ 
manians treated as they were at Paris? Did the diplo¬ 
mats or the Rumanians win finally? Name and locate 
Rumania’s “unredeemed” provinces. Which of these has 
she redeemed? (Pp. 772 and 789.) 

148. Give an account of the origin of the Russo-Turkish 
War of 1878. What differences regarding Near-Eastern 
policy began to appear among English statesmen? What 
was the main provision of the Treaty of San Stefano? 


86 


HELPS TO STUDY 


Give the motives of the various powers in opposing it. 
Study the picture of the Congress of Berlin. With which 
statesmen will you associate the Congress of Paris? The 
Congress of Berlin? Compare the treatment of the 
Rumanians at Paris and that of the Bulgarians at Berlin. 

149 . Compare the union of Moldavia and Wallachia 
with that of Bulgaria and Eastern Rumelia. How were 
Bulgaria and Rumania alienated from Russia? 

150 . What two nineteenth century tendencies are 
illustrated in the Young Turk movement? What loss was 
sustained by Turkey between the Young Turk Revolution 
and the Balkan Wars? (P. 529.) State the causes and out¬ 
come of the First and Second Balkan Wars of 1912-1913. 
Point out three differences of alignment in the two wars. 
List the specific causes of international friction in the 
Balkans. Reference: Historical Outline Mays and Exer¬ 
cises, XVI, Dismemberment of Turkey and the Rise of the 
Balkan States. 


CHAPTER XXI 

Expansion of Europe in the Old World 

151 . Explain the section title. Note two modern eras 
of colonial expansion. Review the circumstances of the 
great colonial losses of five European powers prior to 1825. 
Of the states acquiring colonies in the last hundred years, 
which had been colonial powers before? Which ones had 
never had colonies before? Is there significance in the 
location of the colonizing powers in both periods? 

152 . See sects. 51, 68, 94, 100, and 168. What is 
“imperialism”? What were the causes of its decline be¬ 
tween the two modern colonizing periods? Show how two 
great forces of the nineteenth century caused it to revive 


EXPANSION IN OLD WORLD 87 

and flourish. Show how it is in conflict with a third tend¬ 
ency of the nineteenth and twentieth centuries. 

153. Use questions and references for sect. 142 of World 
History. 

154. Use questions and references for sect. 143 of World 
History. 

155. Use questions and references for sect. 144 of World 
History. 

156. Use questions and references for sect. 145 of World 
History. 

157. Use questions and references for sect. 146 of World 
History. 

158. Use questions and references for sect. 147 of World 
History. 

159. Use questions and references for sect. 148 of World 
History. 

160. Use questions and references for sect. 149 of World 
History. 

161. What parts of the world have been occupied by the 
European race during modern times? Why have Euro¬ 
peans not occupied the tropics? Discuss the likelihood of 
their doing so. Indicate the causes and extent of negro 
migration during modern times. To what countries are 
yellow people now migrating or striving to migrate? From 
what countries are they excluded? 

CHAPTER XXII 

Expansion of Europe in the New World 

162. What is included in “Latin America”? Compare 
it with Anglo-America as to racial foundation. Mention 
three grievances of the colonies against Spain and Portugal. 
How are the wars for Latin-American independence related 


88 


HELPS TO STUDY 


to the history of Europe and of the United States? Briefly 
characterize the political history of the independent South 
American states. Note three drawbacks to their economic 
development. What political problem is created by the 
foreign loans? Why are Uruguay and the “A-B-C” 
powers more advanced than the other countries? 

163. Why does Indian blood predominate in Central 
America and Mexico? Account for the political and eco¬ 
nomic backwardness of these regions. Tell the political 
story of Mexico, showing how it is related to American 
and European history. What are the problems of the 
present Mexican government? 

164. What is the racial foundation of the West-Indian 
population? Why were the West Indies so important in 
the seventeenth and eighteenth centuries? Note two causes 
of their economic decline. What outside powers have 
possessions in the West Indies? Name three nominally 
independent states. Explain the present interest of the 
United States in the West Indies. 

165. Use questions and references for sect. 152 of World 
History. 

166. Use questions and references for sect. 150 of World 
History. 

167. Review sects. 25 and 63. Use questions and ref¬ 
erences for sect. 153 of World History. 

CHAPTER XXIII 
The Industrial Revolution 

168. Review sects. 94 and 100. Use questions and 
references for sect. 154 of World History. 

169. Use questions and references for sect. 155 of World 
History. 


ECONOMIC AND SOCIAL PROGRESS 89 


170. Use questions and references for sect. 156 of World 
History. 

171. Use questions and references for sect. 157 of World 
History. 

172. Use questions and references for sect. 158 of World 
History. 

173. Explain the effect of the Industrial Revolution 
upon: (1) total wealth of the world, (2) total population, 
(3) distribution of population within countries, (4) distri¬ 
bution of population among the parts of the world, (5) 
total wealth relative to total population, (6) wealth and 
standard of living of the masses. Which parts of the 
world are most completely industrialized? 


CHAPTER XXIV 
Economic and Social Progress 

174. Why has the Industrial Revolution so greatly 
increased the importance of commerce? Rank the great 
commercial powers according to the volume of their foreign 
trade. Why is the foreign trade of the United States small 
in proportion to wealth and population? Reference: 
Historical Outline Mays and Exercises, XX, Population, 
Occupations, and Commerce. 

175. Explain the social benefit of speculation. Explain 
the uses of banks and insurance companies. Account for 
the demonetization of silver. We have silver coins though 
gold is our only standard of value. Explain. Explain the 
relation of the gold supply to prices. Why are changes in 
the value of money undesirable? Name the principal pre¬ 
war creditor nations. Why was the United States formerly 
a debtor nation? Why is it now a creditor nation? Show 


90 HELPS TO STUDY 

the relation between financial crises and the Industrial 
Revolution. 

176. Review sects. 20, 51, and 68. Make a list of the 
obstacles to commerce which have been removed in modern 
times. Show how nationalism has helped to remove some 
of these obstacles and prevented the removal of others. 
Reference: Historical Source Book, No. 25, Declaration of 
Paris. 

177. Review sects. 19, 58, and 76. Use questions and 
references for sect. 160 of World History. 

178. Use questions and references for sect. 161 of World 
History. 

179. Review sect. 170. Use questions and references for 
sect. 162 of World History. 

180. Use questions and references for sect. 163 of World 
History. 

181. Use questions and references for sect. 164 of World 
History. 

182. Use questions and references for sect. 165 of World 
History. 

CHAPTER XXY 

Modern Civilization 

183. Review sects. 100, 152, 171, and 172. Use ques¬ 
tions and references for sect. 166 of World History. 

184. Review sects. 19, 58, 94, 139, and 178. Use ques¬ 
tions and references for sect. 167 of World History. 

185. Review sects. 110, 111, 112. Use questions and 
references for sect. 168 of World History. 

186. Use questions and references for sect. 169 of World 
History. 

187. Review sects. 6, 14, 18, 28, 29, 56, 67, 69, and 76. 
Use questions and references for sect. 170 of World History. 


THE WORLD WAR 91 

188. Review sects. 24 and 36. Use questions and refer¬ 
ences for sect. 171 of World History. 

189. Review sects. 9, 10, 22, 23, 40, 69, and 70. Use 
questions and references for sect. 172 of World History. 

190. Use questions and references for sect. 173 of World 
History. 

191 and 192 [omitted]. 

CHAPTER XXVI 

International Relations, 1871-1914 

193. Review sects. 103 to 108 inclusive, 123, and chap. 
XVIII. Use questions and references for sect. 174 of 
World History. 

194. Review chaps. XV, XVI, and XIX. Use ques¬ 
tions and references for sect. 175 of World History. 

195. Review chap. XXI. Use questions and references 
for sect. 176 of World History. 

196. Review chap. XX. Use questions and references 
for sect. 177 of World History. 

197. Use questions and references for sect. 178 of World 
History. 

198. Use questions and references for sect. 179 of World 
History. 

CHAPTER XXVII 
The World War, 1914-1918 

199. Use questions and references for sect. 180 of World 
History. 

200 and 201. Use questions and references for sects. 181 
and 182 of World History. 

202. Use questions and references for sect. 183 of World 
History. 


92 HELPS TO STUDY 

203. Use questions and references for sect. 184 of World 
History. 

204. Use questions and references for sect. 185 of World 
History. 

205. Use questions and references for sect. 186 of World 
History. 

206. Use questions and references for sect. 187 of World 
History. 

207. Use questions and references for sect. 188 of World 
History. 

CHAPTER XXVIII 

The World Settlement, 1919-1920 

208. Review sects. 89, 90, 91, 146, and 148. Use ques¬ 
tions and references for sect. 189 of World History. 

209. Use questions and references for sect. 190 of World 
History. 

210. Review sects. 133, 134, 148, 149, and 150. Use 
questions and references for sect. 191 of World History. 

211. Review sect. 150. Use questions and references 
for sect. 192 of World History. 

212. Observe on the map the line of new European 
states. Comment on the significance of its location. 
References: Historical Outline Maps and Exercises, XX-b, 
Europe After the Peace Conference of Paris (1919-1920); 
and Historical Source Book, No. 32, Declaration of Inde¬ 
pendence of the Czecho-Slovak Nation. 

213. Review sect. 181. Use questions and references 
for sect. 194 of World History. 

214. Use questions and references for sect. 195 of World 
History. 

215. Use questions and references for sect. 196 of World 
History. 


THE WORLD TO-DAY 


93 


CHAPTER XXIX 

The World To-day 

216. Use questions and references for sect. 197 of World 
History. 

217. Why is it becoming almost impossible to localize 
war? Why is modern warfare properly described as “ sui¬ 
cidal”? 

218. Use questions and references for sect. 199 of World 
History. 

219. How did the Concert of Europe differ from the 
League of Nations? Reference: Historical Source Book, 
No. 29, Final Act of the First Hague Peace Conference. 

220. Use questions and references for sect. 201 of World 
History. 

221. Use questions and references for sect. 202 of World 
History. 

222. Use questions and references for sect. 203 of World 
History. 

223. Use questions and references for sect. 204 of World 
History. 












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